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.  OF  THE 

lNIVFR«slTY  rtf  ILLINOIS, 


COURSE    OiT   STUDY 


FOR  THE 


COMMON   SCHOOLS 


OF 


ILLINOIS. 


•  REVISED    IN     1897.*%-* 


Revised  by  a  Committee  Chosen  by  the  County  Super- 
intendents' Section  of  the  State  Teachers' 
Association. 


C.  M.  PARKER,   PUBLISHER, 

TAYLORVILLE,  ILL. 

1897. 


COWTY  SUPERINTENDENTS  OF  ILLINOIS  •. 

As  a  special  favor  to  the  schools,  both  to  teachers  and  pupils,  your 
committee  would  respectfully  call  your  attention  to  the  duty  of  maintain- 
ing the  Course  of  Study  in  its  entirety  as  arranged.  Small  portions  of 
the  Course  printed  separately  and  hidden  between  pages  of  advertising 
can  never  accomplish  the  purposes  intended  by  the  County  Superinten- 
dents' Section  of  the  State  Teachers'  Association  when  it  appointed  its 
committee  to  revise  and  improve  the  full  Course. 

Teachers  and  pupils  need  the  complete  work  in  order  to  see  the  rela- 
tions of  all  its  parts.  The  directions  given  for  one  year  are  often  carried 
over  or  referred  to  in  the  next,  and  not  being  repeated,  are  lost  in  all 
mutilated  editions.  As  guardians  of  the  interests  of  the  children,  may 
we  not  confidently  rely  upon  you  to  endorse  nothing  in  your  respective 
counties  except  the  full  and  complete  Course  of  Study  arranged  by  the 
committee  working  under  your  direction. 

S.  M.  INGLIS,  State  Supt.  of  Public  Instruction. 

GEO.  R.  SHAWHAN,  Co.  Supt.  of  Champaign  County. 

W.  R.  HATFiEivD,  Co.  Supt.  of  Pike  County. 

JOSEPH  M.  PIPER,  Co.  Supt.  of  Ogle  County. 

JAMES  KIRK,  Professor  of  Pedagogy,  Southern  Normal. 

JOHN  W.  COOK,  President  State  Normal  University. 


43004 


The  closer  supervision  of  the  schools  .which  led  to  the  development  of 
the  present  Course  of  Study  had  its  beginning  in  Macon  county  about 
1879  or  1880,  with  John  Trainer,  County  Superintendent  of  Schools  in  that 
county.  His  work  soon  spread  into  Piatt  and  Champaign  counties,  and 
grew  into  what  served  for  a  time  as  a  course  of  study  for  those  counties. 
As  time  passed  and  the  idea  developed,  new  courses,  embodying  special 
features,  appeared  in  various  counties  of  the  State. 

At  a  meeting  of  the  Central  Illinois  Teachers' Association  at  Jackson- 
ville in  March,  1889,  the  friends  of  the  plan  discussed  the  advantages  of  a 
State  Course,  and  at  their  solicitation,  Hon.  Richard  Edwards,  Superin- 
tendent of  Public  Instruction,  issued  a  call  to  County  Superintendents 
and  other  leading  educators  of  the  State  to  meet  in  Springfield,  April  10, 
1889,  to  discuss  the  subject.  As  a  result  of  this  meeting  a  committee 
consisting  of  George  R.  Shawhan,  County  Superintendent  of  Champaign 
county;  J.  A.  Miller,  County  Superintendent  of  McLean  county;  George  W. 
Oldfather,  County  Superintendent  of  Knox  county;  Geo.  I.  Talbot,  County 
Superintendent  of  DeKalb  county;  and  J.  D.  Benedict,  County  Superintend- 
ent of  Vermilion  county,  was  appointed  to  compile  a  course  of  study  for  the 
State,  consisting  of  eight  years'  work,  eight  months  to  each  year. 

This  course  was  completed  and  published  in  time  for  the  opening  of 
the  schools  in  September  of  that  year.  One  edition  was  issued  by  the 
State  Department  of  Education.  It  was  used  in  most  of  the  counties  of 
Illinois,  also  in  some  counties  in  Pennsylvania,  the  Dakotas,  Kansas, 
Nebraska,  Iowa,  and  even  as  far  west  as  Oregon.  It  continued  in  use 
until  1894. 

Joseph  H.  Freeman,  President  of  the  State  Teachers'  Association,  in 
1893,  in  his  inaugural  address  urged  the  revision  and  improvement  of  the 
State  Course  of  Study.  In  accordance  with  his  suggestions  the  following 
committee  was  appointed  by  that  body  on  December  28,  1893,  to  do  that 
work:  Hon.  Henry  Raab,  Superintendent  Public  Instruction;  George  R. 
Shawhan,  County  Superintendent  of  Champaign  county;  Henry  Foster, 
County  Superintendent  of  Livingston  county;  Joseph  M.  Piper,  County 
Superintendent  of  Ogle  county,  and  A.  C.  Butler,  Principal  of  Taylorville 
Township  High  School.  This  committee  completed  its  work  in  time  for 
most  of  the  annual  institutes  of  1894,  making  the  course  conform  to  the 
new  law  relating  to  alcohol  and  narcotics.  A  two  years'  Higher  Course 
was  also  added  at  this  time. 

At  the  December  meeting,  1895,  the  County  Superintendents'  Section 
of  the  State  Teachers'  Association  appointed  a  standing  committee  on  the 
revision  and  improvement  of  the  State  Course  of  Study.  It  consisted  of 
the  following  members:  Hon.  S.  M.  Inglis,  Superintendent  Public  In- 
struction and  George  R.  Shawhan,  County  Superintendent  of  Champaign 
county  chosen  for  three  years;  Prof.  James  Kirk,  of  the  Southern  Normal 
at  Carbondale  and  J.  M.  Piper,  County  Superintendent  of  Ogle  county 
for  two  years;  and  E.  W.  Gavins  of  State  Normal  University  at  Normal, 
and  W.  R.  Hatfield,  County  Superintendent  of  Pike  county,  for  one  year. 
During  the  following  year  this  committee  perfected  the  plans  and  collected 
the  material  for  several  new  features.  At  the  December  meeting,  1896, 
the  County  Superintendents'  Section  selected  John  W.  Cook,  President 
of  the  State  Normal  University  at  Normal,  to  fill  the  vacancy  caused 
by  the  expiration  of  the  term  of  Mr.  Gavins,  and  W.  R.  Hatfield  to  suc- 
ceed himself;  each  elected  for  a  term  of  three  years.  The  following 
Course  of  Study  is  the  result  of  the  labors  of  this  Committee. 


REFUGE. 


To  the  County  Superintendents  of  Illinois: 

The  standing  committee  appointed  at  your  December  meeting  in  1895, 
and  also,  in  December,  1896,  to  revise  the  Course  of  Study,  herewith  lays 
before  you  the  result  of  its  labors. 

It  has  endeavored  to  preserve  the  work  of  former  committees  and  to 
make  such  improvements  as  time  and  experience  have  shown  to  be  neces- 
sary and  feasible.  The  general  plan  of  the  Course  has  been  retained. 

The  schools  of  the  State  are  indebted  to  John  W.  Cook,  President  of 
the  State  Normal  University,  and  Prof.  David  Felmley,  of  the  same  insti- 
tution, for  the  entire  course  in  Number  and  Arithmetic;  to  Professor 
Henry  McCormick  of  the  same  institution  for  the  re-adjustment  and 
enlargement  of  the  course  in  Geography;  to  Professors  James  Kirk  and 
George  W.  Smith,  of  the  Southern  Normal,  for  the  work  in  advanced 
United  States  History;  to  C.  M.  Parker,  Editor  of  The  School  News,  for 
the  new  work  in  third  and  fourth  years'  Language,  (except  the  stories  for 
additional  work,  which  were  suggested  by  Mrs.  McMurry,  of  the  State 
Normal  University),  for  the  extension  of  the  work  in  Spelling  from  fifth  to 
eighth  year  inclusive,  and  the  selection  and  arrangement  of  the  course 
in  Morals  and  Manners;  to  Joseph  M.  Piper,  County  Superintendent  of 
Ogle  county,  for  the  course  in  Physiology  and  Narcotics;  to  Professor  E. 
W.  Gavins,  of  Normal,  for  the  course  in  Vertical  Writing;  to  Professor 
T.  A.Clark,  of  the  University  of  Illinois,  for  the  Composition;  to  Professor 
E.  J.  Lake,  of  the  same  institution  for  the  work  in  Drawing;  to  M.  W. 
Moore,  teacher  of  Vocal  Music  in  Urbana  Schools,  for  the  course  in  Music; 
to  Professor  Frank  H.  McMurry,  now  of  the  School  of  Pedagogy,  Buffalo, 
New  York,  for  the  Observation  Work;  to  W.  R.  Hatfield,  County  Superin- 
tendent of  Pike  county,  for  re-writing  the  Elementary  History;  and  to 
Professor  W.  B.  Davis,  Superintendent  of  Pittsfield  Schools,  for  the 
tabulated  arrangement  of  studies  for  the  three  years'  Higher  Course  and 
the  four  years'  High  School  Course;  and  finally  to  the  untiring  efforts  of 
George  R.  Shawhan,  County  Superintendent  of  Champaign  county,  (who 
has  been  a  member  of  the  committee  on  State  Course  of  Study  ever  since 
the  first  edition  of  1889) ,  for  his  careful  supervision  of  the  work,  especially 
in  arranging  and  editing  copy. 

Believing  that  the  American  Common  School  is  one  of  the  most  potent 
factors  of  our  civilization  for  promoting  the  good  of  the  individual,  for 
maintaining  "a  government  by  the  people  and  for  the  people,"  and 
for  building  up  and  sustaining  a  pure  and  wholesome  society,  your 
committee,  submits  this  revision  of  the  Course  of  Study  as  an  aid  to  the 
great  work  the  schools  are  doing  to  prepare  the  boys  and  girls  for  the 
labors  of  life,  for  good  citizenship,  and  for  being  good  men  and  women. 

S.  M.  INGLIS,  State  Supt.  of  Pub.  Instruction. 

GEO.  R.  SHAWHAN,  Co.  Supt.  of  Champaign  County. 

W.  R.  HATFIELD,  Co.  Supt.  of  Pike  County. 

JOSEPH  M.  PIPER,  Co.  Supt.  of  Ogle  County. 

JAMES  KIRK,  Professor  of  Pedagogy  Southern  Normal. 

JOHN  W.  COOK,  President  State  Normal  University. 


THIS  Course  of  Study  is  intended  for  the  use  of  teacher  and  pupils, 
giving  them  a  definite  idea  of  the  work  required  in  each  branch 
and  of  the  best  methods  for  doing  it.  It  should  be  studied  in  the  Annual 
Institutes,  and  in  local  teachers'  meetings  during  the  year.  A  special 
investigation  of  school  work  with  reference  to  the  adjustment  and 
arrangement  of  its  various  parts,  together  with  the  best  means  and  plans 
for  doing  it,  will  prove  to  be  professional  study  of  the  highest  order.  The 
teacher  who  knows  the  most  of  these  matters  and  who  most  skillfully 
adapts  them  to  his  daily  work  will  prove  to  be  the  most  successful  in  his 
calling. 

Hence  the  aim  of  this  work  is: 

First. — To  furnish,  as  a  basis  for  work,  to  superintendents,  teachers, 
and  directors,  an  outline  of  the  various  branches  required  by  law  to  be 
taught  in  the  schools  of  the  State,  arranged  in  the  several  grades,  in 
accordance  with  established  and  approved  methods. 

Second. — To  advance  the  pupil,  step  by  step,  through  his  school  life, 
giving  him  credit  for  work  done,  and  thereby  lessening  the  evil  effects  of 
a  too  frequent  change  of  teachers. 

Third. — To  unify  the  work  in  the  common  schools  of  the  county  by 
furnishing  the  basis  for  a  closer  and  more  effective  direction  and  super- 
vision, and  for  comparing  by  means  of  examinations,  or  written  reviews, 
the  results  in  the  different  schools. 

Fourth. — To  enable  directors  and  parents  to  know  better  what  the 
common  schools  are  accomplishing  for  their  children  and  to  co-operate 
with  teachers  in  the  work. 

THE   PLAN. 

The  eight  grades  of  work  below  the  High  School  are  divided  into 
three  divisions,  viz.,  Primary,  Intermediate,  and  Grammar  grades,  and 
are  provided  for  as  follows : 

Primary  Grades. — The  Primary  Grades  include  the  first  and  second 
years,  and  present  the  work  of  the  chart,  first,  and  second  readers,  also 
oral  instruction  in  language  and  number  and  the  simple  drawing  found  in 
charts  and  readers. 

Intermediate  Grades.— These  include  the  third,  fourth,  fifth,  and 
sixth  years,  and  present  work  in  the  elements  of  the  various  subjects  of 
study.  Elementary  texts  are  taken  up  in  language  and  grammar,  arith- 


6  INTRODUCTION. 

metic,  geography,  history,  and  physiology  and  narcotics,  which  serve  as 
an  introduction  to  each  of  these  branches  and  to  acquaint  the  child  with 
a  part  of  the  technical  language  belonging  to  each. 

Grammar  Grades. — These  include  the  seventh  and  eighth  years 
and  complete  the  advanced  or  common  school  texts  in  arithmetic, 
grammar,  geography,  history,  physiology  and  narcotics. 

General  Exercises. — Spelling,  writing,  music,  drawing,  and  morals 
and  manners,  are  to  be  included  from  the  chart  through  the  entire  course. 
Observation  Work  in  the  natural  sciences, — zoology,  botany,  and  physics 
— has  been  prepared  for  all  grades  above  the  primary. 

Higher  Course.— To  aid  pupils  who  wish  to  continue  their  studies 
beyond  the  common  branches,  and  to  provide  a  more  extended  course  for 
the  sm-aller  graded  schools,  a  higher  course  consisting  of  two  years'  work 
which  can  be  alternated,  has  been  prepared.  A  third  year,  for  schools 
whose  teaching  force  and  attendance  will  justify  its  use,  has  been  added. 
This  course  includes  High  School  texts  in  science,  mathematics,  general 
history,  bookkeeping,  physiology,  etc. 

THE   SCHOOL   LIBRARY. 

In  order  to  do  the  best  work  with  this  Course  of  Study,  libraries  for 
reading  and  reference  are  essential.  Unless  pupils  have  the  power  of 
easy  and  rapid  reading,  progress  is  necessarily  slow.  When  the  pupil 
enters  the  grammar  grades  he  should  be  able  to  read  and  understand  the 
language  used  in  the  common  text-books.  To  attain  this  power  he  must 
read  thoughtfully  many  books  while  in  the  primary  and  intermediate 
grades.  To  serve  as  a  guide  to  teachers  on  this  point,  lists  of  suitable 
books  are  given  throughout  the  course  on  reading.  Books  of  reference 
are  of  little  value  to  a  poor  reader,  but  to  a  good  one  all  knowledge  is 
accessible.  For  these  reasons  a  library  selected  to  give  pleasure  to  the 
child  as  well  as  profit  should  be  in  every  school. 

INDIVIDUALITY  OF  THE  TEACHER. 

In  preparing  the  outline,  great  care  has  been  taken  not  to  encroach 
upon  the  individuality  of  the  teacher,  for  that  is  invaluable.  Except  in 
the  most  primary  work,  the  course  states  what  should  be  taught;  to 
the  individuality  of  the  teacher  is  left  the  how  to  teach  the  subject.  He 
should  remember  that  he  is  at  liberty  to  use  any  or  all  methods  at  his 
command.  The  only  requirement  is  that  he  do  the  work  well. 
ALTERNATION  OF  WORK. 

Country  and  village  schools  have  practiced  combining  classes,  to 
reduce  the  number  of  recitations,  ever  since  they  have  been  in  existence. 
It  is  a  necessity  and  must  be  done,  or  a  large  part  of  the  common  school 
curriculum  must  be  abandoned.  Alternation  is  the  systematic  and  regu- 
lar union  of  two  grades  of  pupils  on  consecutive  years  of  work,  both 
grades  doing  the  work  of  one  year  in  one  class,  while  the  other  year's 
work  is  entirely  omitted.  The  next  year,  the  work  omitted  is  taken  up 
and  the  first  year's  work  dropped.  By  this  plan  each  pupil  does  all  the 
work  of  the  course,  but  not  in  the  same  order,  while  the  number  of  classes 
is  diminished. 


INTRODUCTION.  7 

Alternation  in  Seventh  and  Eighth  Years.— To  illustrate,  consid- 
er the  seventh  and  eighth  years'  work,  as  given  below,  with  sixteen 
recitations,  if  the  Course  is  to  be  taken  in  order: 

SEVENTH  YEAR.  EIGHTH  YEAR. 

Reading  or  Literature.  Reading  or  Literature. 

Spelling.  (Not  same  as  Eighth  Year.)  Spelling.    (Not  repetition  of  Seventh  Year.) 

Arithmetic,  (Business.)  Arithmetic,  (Mensuration.) 

Grammar,  (Etymology.)  Grammar,  (Syntax  and  Analysis.) 

Composition.  Composition. 

Geography,   (Mathematical,  North  Ameri-     Geograptiy,  (Europe,  Asia  and  Africa.) 

ca,  and  South  America.)  History,   (Constitutional  period  to  present 
History,  (To  the  Administrations.)  time. 

Physiology,  (Elementary.)  Civics. 

The  work  in  each  year  is  arranged  so  as  to  be  entirely  independent 
of  the  other  year,  and  can  be  taken  first  or  second  as  the  circumstances 
of  each  pupil  require.  The  children  are  supposed  to  be  from  twelve  to 
fourteen  or  fifteen  years  old.  When  a  pupil  reaches  this  part  of  the  course 
he  will  take  that  year  to  be  taught  next,  going  into  the  class  already  or- 
ganized. Thus  in  1897-8,  pupils  reaching  the  grammar  grades  should  take 
the  eighth  year's  work  with  those  who  have  already  done  the  seventh 
year.  In  1898-9  all  pupils,  who  have  not  already  done  so,  should  take  the 
seventh  year,  while  those  who  have  taken  both  can  either  pass  on  into  the 
Higher  Course,  or  review  the  first  year  of  the  grammar  grades  again,  as 
is  deemed  best.  The  number  of  recitations  is  reduced  one  half. 

Alternation  in  Higher  Course.— The  two  years  of  the  Higher 
Course  may  be  alternated  in  the  same  way.  Let  all  who  have  completed 
the  common  course  take  in  1897-8  the  first  year  of  the  Higher,  and  in  1898-9 
the  second,  together  with  the  new  pupils  reaching  this  course  in  that  year. 
Algebra  can  not  be  alternated.  Two  classes  are  necessary.  Again  the 
number  of  recitations  is  reduced  about  one  half. 

Alternation  in  Intermediate  Grades. — In  the  intermediate  grades 
Alternation  can  be  used  partially.  The  fifth  and  sixth  years  can  be  alter- 
nated easily  in  reading,  and  spelling,  while  in  the  third  and  fourth  years 
the  language  has  been  prepared  with  this  in  view. 

Alternation  in  Observation  Work.— In  Observation  Work,  all 
pupils  above  the  third  grade  can  take  zoology  in  1897-8,  botany  in  1898-9, 
and  physics  in  1899-1900. 

Alternation  in  Penmanship  and  Drawing. — In  penmanship  all 
classes  should  practice  at  the  same  time,  and  if  there  be  two  grades, 
instruction  can  be  given  one  division  while  the  other  writes  or  draws,  and 
vice  versa.  Drawing  may  be  managed  in  the  same  way,  though  drawing 
and  penmanship  may  alternate  day  by  day  with  profit  to  both  branches. 

Alternation  in  Graded  Schools. — The  smaller  graded  schools  of 
two  to  six  rooms  will  find  this  system  of  alternation  of  great  benefit  in 
giving  them  more  time  by  reducing  the  number  of  recitations.  A  careful 
study  and  practice  of  alternation  for  eleven  years  has  demonstrated  its  use- 
fulness and  feasibility. 

COUNTIES  WITH  SHORT  TERMS  OF  SCHOOLS. 
Counties  in  which  the  average  term  of  school  for  the  year  is  but  five 
or  six  months,  can  easily  adapt  this  Course  to  their  needs  by  dividing  it 
into  nine  or  ten  years'  work  of  six  or  seven  months  each.  Let  the  County 
Superintendent  in  his  circular,  or  at  the  Annual  Institute,  say  to  the 
teachers : 


8  INTRODUCTION. 

This  year  take  the  first  six  months'  work  in  each  year  of  the  Course. 
Next  year  each  class  will  begin  where  it  leaves  off  this  year,  and  take  the 
last  two  months'  work  and  the  first  four  months  of  the  succeeding  year; 
the  third  year  these  classes  will  take  the  last  four  months  of  the  year  they 
are  working  on,  and  the  first  two  of  the  following  year,  and  so  on  through 
the  entire  Course.  Each  child  may  in  this  way  take  the  whole  course  of 
study  regularly,  though  he  will  be  a  longer  time  at  the  work.  But  this 
definite,  regular  work  is  recommended  in  all  cases.  It  is  exactly  what  the 
schools  need. 

EXAMINATIONS  OR  WRITTEN  REVIEWS. 

During  the  past  few  years  much  has  been  said  on  the  subject  of  ex- 
aminations, some  commending  and  others  condemning  them.  It  should 
be  borne  in  mind  that  the  examinations  or  written  reviews  here  referred  to 
are  very  different  from  the  "  examinations  for  promotion,"  that  have  been 
so  much  abused  in  some  city  schools.  Language  has  two  forms,  oral  and 
written,  and  all  will  agree  that  in  both  forms  there  should  be  training. 
Judging  by  the  past,  in  many  rural  schools,  there  would  be  but  little  or  no 
attention  given  to  the  forms  of  written  language,  if  it  were  not  for  written 
reviews  sent  out  from  the  County  Superintendent's  office. 

It  should  also  be  remembered  that  the  supervision  of  rural  schools 
differs  from  that  of  city  schools  in  that  the  County  Superintendent  can 
visit  each  school  but  once  or  twice  during  an  entire  year,  and  then  only 
for  a  short  period  of  time.  The  written  reviews  when  sent  out  from  the 
Superintendent's  office  monthly,  afford  an  opportunity  not  only  for  testing 
the  work,  but  of  keeping  in  touch  with  his  schools  and  keeping  his  schools 
in  touch  with  him.  The  questions  should  be  fair  tests,  but  not  difficult  or 
long,  and  if  carefully  prepared  they  not  only  serve  as  tests  but  suggest 
good  methods  of  teaching,  which  is  one  of  their  most  valuable  features. 
In  this  way  the  County  Superintendent  has  an  opportunity  not  only  to  touch 
every  teacher  of  his  county  once  a  month,  but  every  pupil  in  the  schools. 
What  a  power  for  good  if  properly  used!  But,  like  any  other  good  thing, 
these  examinations  may  be  abused.  Dr.  Klemm  says:  " //  is  the  abuse 
and  not  the  proper  use  of  examinations  that  should  be  condemned.''' 

To  enforce  the  use  of  the  Course  of  Study  in  rural  schools,  where  per- 
sonal supervision  is  so  imperfect  as  stated  above,  the  work  has  been 
divided  into  months,  and  a  system  of  monthly,  central,  and  final  exami- 
nations is  recommended.  That  these  examinations  be  not  abused  it  will  be 
well  to  explain  their  proper  use  at  the  Annual  Institutes.  Teachers  hav- 
ing Morgan's  "Studies  in  Pedagogy"  should  read  the  chapter  on  "  Ex- 
aminations," pages  241  to  250. 

"  Examinations  wisely  conducted  are  a  process  of  teaching  as  well  as  of  testing." — 
George  A .  Littlefield. 

"  Examinations  in  our  schools  cannot  cease.  They  are  a  component  part  of  the 
school.  They  should  be  reasonable.  When  all  are  so,  the  better  part  of  the  profession 
will  have  no  cause  to  condemn."— A  a  ran  Gave. 

"  What  an  eye-opener  a  searching  written  examination  would  be  in  schools  where 
teachers  talk  and  explain  much  and  the  pupils  recite  very  little;  where  the  instruction  is 
given  largely  in  the  form  of  running  talks  without  a  halt  to  test  results."— Dr.  E.  E. 
While. 

"  Like  every  other  educational  device  examinations  are  good  or  evil  according  as 
they  are  used  judiciously  or  without  discretion."— Morgan's  Studies  in  Pedagogy. 


INTRODUCTION.  9 

MONTHLY,  CENTRAL,  AND  FINAL  EXAMINATIONS. 

The  details  of  these  examinations  van,- somewhat  in  different  counties, 
but  the  plan  in  general  is  about  as  follows: 

Monthly  Examination.— The  monthly  examination  will  occur  on 
the  last  Friday  of  each  month,  or  on  such  other  date  as  the  County  Super- 
intendent may  name.  Questions  for  all  grades,  confined  to  the  limits 
in  the  Course  of  Study  for  the  given  month,  will  be  sent  by  the  County 
Superintendent  to  teachers  before  the  date  for  holding  the  examination. 

Central  Examination.— The  central  examination  is  held  at  the 
centci  schoolhouse  of  each  congressional  township,  or  of  other  groups  of 
schools  agreed  upon.  It  should  be  as  near  the  close  of  the  school  year  as 
possible  and  yet  secure  the  attendance  of  the  older  pupils.  The  plan  of 
conducting  central  examinations  varies  in  different  counties.  Usually  all 
pupils  of  the  grammar  grades  (seventh  and  eighth  years)  who  have 
studied  all  the  branches  named  in  the  Course  for  that  year,  and  those 
in  the  higher  course  are  admitted.  The  questions  should  be  furnished  by 
the  County  Superintendent,  and  should  cover  in  a  general  way  the  work 
of  the  year  up  to  the  date  of  the  examination.  They  should  be  fair  tests. 
Puzzling,  difficult  questions  should  be  avoided,  and  great  care  should 
be  taken  not  to  make  the  work  too  long.  The  paper  for  these  examina- 
tions should  be  uniform,  and  in  some  counties  it  is  furnished  from  the 
County  Superintendent's  office. 

In  some  counties  these  examinations  are  conducted  by  the  County 
Superintendent  in  person,  the  examinations  in  different  townships  being 
held  on  different  days.  In  other  counties  all  the  centrals  are  held  on  the 
same  day,  and  are  conducted  by  the  teachers  of  the  township,  one  of 
whom  is  appointed  chairman  for  the  day  either  by  the  County  Superin- 
tendent or  elected  by  those  present.  The  chairman  supervises  the  work 
and  decides  all  questions  that  may  arise.  The  papers  are  graded  by  the 
teachers  in  attendance,  and  with  the  tabulated  results  the  work  is  sent  to 
the  County  Superintendent.  A  certificate  is  issued  to  each  pupil  showing 
his  grades  in  each  branch,  also  his  rank  in  class.  The  pupil  having  the 
highest  average  being  rank  1,  the  next  highest  rank  2,  etc.  All  pupils 
coming  up  to  a  certain  standard  previously  announced  by  the  County 
Superintendent,  are  admitted  to  the  final  examination  held  at  the  county 
seat,  or  other  places  designated  by  the  County  Superintendent. 

It  will  be  observed  that  the  central  examination  brings  the  pupils  and 
teachers  of  the  township  together,  affording  them  an  opportunity  to 
become  acquainted  and  compare  work.  Often  parents  accompany  their 
children  to  these  examinations  and  remain  through  the  entire  day  with 
unabated  interest. 

At  least  one  director  from  each  school  should  attend  the  central  exam- 
ination of  the  township.  He  can  be  of  great  service  as  chairman,  or  in 
helping  about  the  work  of  the  day,  in  seeing  that  the  needed  supplies  are 
on  hand,  etc.  But  above  all  he  can  have  an  opportunity  to  examine  the 
work  of  all  the  schools  of  the  township,  and  inform  himself  of  its  relative 
merits.  He  will  become  acquainted  with  the  teachers,  and  knowing 
something  of  their  ability  to  get  work  done  properly,  will  be  able  to  judge 
more  intelligently  when  the  time  conies  for  re-employing  them. 


10  INTRODUCTION. 

Final  Examination.— The  final  examination  is  held  at  the  county 
seat,  or  other  places  designated  by  the  County  Superintendent,  within  a 
few  weeks  after  the  centrals.  As  already  stated  it  is  made  up  of  pupils 
who  have  come  up  to  the  required  standard  in  the  centrals.  The  ques- 
tions should  be  furnished  by  the  County  Superintendent,  and  like  those 
for  the  centrals  should  cover  in  a  general  way  the  work  of  the  entire  year, 
but  care  should  be  taken  not  to  make  them  too  long. 

In  the  plan  of  alternation  provided  for  in  this  Course,  the  pupils 
attending  the  final  examination  should  be  given  a  certificate  showing 
which  year's  work  has  been  completed  (seventh  or  eighth),  and  when  the 
other  year  has  been  completed  as  shown  by  an  examination  at  a  future 
final  examination  a  more  elaborate  certificate  may  be  given,  or  a  common 
school  diploma  issued,  as  the  County  Superintendent  chooses;  but  a 
diploma  should  not  be  granted  until  the  work  of  the  two  years  has  been 
finished.  In  many  counties  these  certificates  or  diplomas  will  admit 
pupils  to  the  High  Schools  without  further  examination,  and  the  work 
should  be  brought  up  to  such  a  standard  that  this  will  be  done  in  every 
county.  The  common  school  should  reach  up  to  the  High  School  without 
any  missing  round  in  the  educational  ladder. 

As  most  of  the  teachers  and  pupils  attending  the  final  will  have  to 
remain  at  the  county  seat  until  the  next  day,  an  opportunity  is  furnished 
for  a  good  literary  entertainment,  the  program  being  filled  by  pupils  from 
various  parts  of  the  county.  The  proceeds  may  go  toward  establishing  a 
County  Library  to  be  kept  in  the  County  Superintendent's  office,  and  to 
circulate  in  all  the  schools  of  the  county. 

DIRECTIONS  FOR  EXAMINATIONS. 

1.  Teachers  and  pupils  should  see  that  everything  is  in  readiness  for 
the  examination  or  review  before  the  day  arrives.     Good  paper,  pens,  and 
ink  should  be  furnished  by  the  school  board  and  a  supply  kept  on  hand. 
In  the  central  examinations  the  school  at  which  the  examination  is  held 
should  furnish  ink,  while  each  pupil  provides  his  own  pens,  pencils,  etc. 

2.  The  examination  should  begin  promptly  in  the  morning  of  the  day 
appointed.     The  questions  may  be  placed  on  the  board,  or  dictated  as 
required.     Some  of  the  pupils  who  write  well  may  assist  the  teacher  by 
writing  questions  on  the  board. 

3.  The  pupils  should  write  on  both  sides  of  the  paper  when  necessary 
to  complete  a  subject. 

4.  The  answers  should  be  numbered  to  correspond  with  the  questions, 
in  the  Roman  notation,  in  the  center  of  the  page  above  the  paragraphs. 

5.  Every  one  should  endeavor  to  do  neat  work,  to  use  capitals  and 
periods  properly,  and  to  spell  well.     Good  language  is  evidence  of  scholar- 
ship. 

6.  These  examinations  or  reviews  to  be  fair  tests  of  the  progress  of 
the  pupils  and  to  be  valuable  to  teachers  and  parents,  must  be  fairly  and 
honestly  conducted.     No    aid   whatever   should  be  given.     No   question 
should  be  answered  and  no  suggestions  made  that  will  in  any  way  hint  at 
the  infonnation  sought  in  the  examination.     Do  not  let  your  tender-heart- 
edness, nor  your  desire  for  high   marks  for  your  pupils,   betray  you  into 


INTRODUCTION.  11 

wronging- them,  or  their  parents,  by  telling  them  they  know  that  which 
they  do  not  know,  and  raising  them  above  the  plane  to  which  they  really 
belong.  Consider  the  moral  effects  of  such  a  course  on  yourself  and  your 
pupils.  Do  not  deceive  by  false  grades. 

7.  The   teacher,    without   marring   the  paper,  will  place  above  each 
answer,  near  the  Roman  character,  its  grade  (on  a  scale  of  100  for  the 
entire  paper) ,  and  at  the  beginning  of  each  paper  write  the  sum  of  these 
grades.     Mark  closely,  considering  not  how  much  information  has  been 
given  in  the  answer,  but  whether  it  is  the  exact  information  called  for. 
After  grading,  return  the  monthly  examination  papers  to  the  pupils  in 
class,  and  require  them  to  note  their  own  mistakes.     Permit  no  change. 
After  inspection,  papers  should  be  collected  and  bound  in  covers,  and  a 
permanent  record  made  of  the  grade  of  each  pupil.     The  County  Superin- 
tendent in  his  visits  will  like  to. see  these  papers,  the  permanent  record  of 
grades,  as  well  as  the  daily  register.     If  kept  in  good  condition  they  add 
greatly  to  the  reputation  of  the  school. 

8.  The  papers  from  the  central  and  final  examinations  should  be  sent 
to   the   County   Superintendent's   office.     In   these    examinations    every 
teacher  grading  a  paper  should  write  his  own  name  upon  it  as  a  certificate 
of  good  faith  and  of  honesty  of  purpose. 

RECORDS. 

The  record  of  all  the  examinations — monthly,  central,  and  final — should 
be  kept  by  the  teacher  in  each  school,  of  its  pupils.  Low  grades  should 
stimulate  to  more  earnest  effort,  while  high  grades,  honestly  earned,  or  a 
fine  record  at  central  and  final  are  a  source  of  satisfaction  and  pride  to  all 
in  the  district.  Every  school  ought  to  remember  its  good  scholars.  The 
records  of  the  centrals  and  finals  should  be  kept  in  well  bound  books  by 
the  County  Superintendent.  As  the  years  go  by  they  are  useful  in  many 
ways.  They  honor  the  diligent  and  inspire  the  sluggish. 

PATRONS'  DAY. 

Every  school  should  have  a  day  or  half  a  day  set  apart  for  the  exhibi- 
tion to  parents  and  visitors  of  its  best  work.  The  people  of  the  district 
furnish  the  money  to  support  the  school  and  they  have  a  right  to  see  and 
to  know  what  the  results  are.  Historical  papers,  analyses  of  sentences, 
maps,  arithmetical  solutions,  examination  papers  of  all  kinds,  drawings, 
specimens  of  plants  and  animals,  home-made  apparatus  to  illustrate 
physics,  lists  of  spelling,  of  diacritical  markings,  all  of  these  and  more 
in  an  infinite  variety,  can  be  ranged  on  the  walls,  on  the  blackboard,  on 
the  desks,  and  displayed  for  the  inspection  of  visitors.  Good  work  done 
during  the  year  can  be  preserved  for  this  day.  Any  teacher  who  can  in 
this  practical  and  real  way  show  his  patrons  the  honest  results  of  his 
labors  can  not  fail  to  secure  their  esteem  and  respect.  The  last  day  of 
the  school  is  an  appropriate  time  for  such  an  exhibition  of  school  work. 


OUTLINE  OF  THE  COURSE. 


PRIMARY 


DIVISION. 


INTERMEDIATE 

DIVISION. 


First  Year. 


Second  Year. 


Third  Year 


Fourth  Year.. 


Reading. 

Spelling. 

Language. 

Number. 

Writing. 

Physiology. 

General  Exercises. 

Reading. 

Spelling. 

Language. 

Number. 

Writing. 

Physiology. 

General  Exercises 

[  Reading. 
Spelling. 
!  Language. 
'  Arithmetic. 

I  Physiology  and  Hygiene. 
I  General  Exercises 

Reading.  .    J 

Spelling. 
Language. 
Arithmetic. 

Physiology  and  Hygiene, 
Geography. 


("Music. 
.  •<  Drawing. 
(Morals  and  Manners 


[Music. 
.  •<  Drawing. 
(Morals  and  Manners. 


Fifth  Year... 


Sixth  Year... 


ADVANCED 

DIVISION. 


Seventh  Year 


Eighth  Year. 


Writin 

p. 
General  Exercises 


Reading. 

Spelling. 

Grammar. 

Arithmetic. 

Writing. 

Science 

Physiology. 
Geography. 
General  Exercises. 

Reading. 

Spelling. 

Grammar. 

Arithmetic. 

Writing. 

Science 

Physiology. 

History. 

General  Exercises. 

Reading. 

Orthography. 

Grammar. 

Arithmetic. 

Writing. 

Science  

Physiology. 

History. 

General  Exercises. 

Reading. 

Orthography. 

Grammar. 

Arithmetic. 

Writing. 

Science 

History. 

Civics. 

General  Exercises. 


(Music. 
«  Drawing. 
( Morals  and  Manners. 


(Music. 
•<  Drawing. 
( Morals  and  Manners. 


(Zoology  1897-8. 
.<  Botany  1898-9. 

(Physics  1899-1900. 

(Music. 
.  -<  Drawing. 

(Morals  and  Manners. 


(Zoology  1897-8. 
.4  Botany  1898-9. 

(  Physics  1899-1900. 

(Music. 
.-<  Drawing. 

(Morals  and  Manners. 


(Zoology  1897-8. 
.  <  Botany  1898-9. 

(  Physics  1899-1900. 

f  Music. 
.  •<  Drawing. 

(Morals  and  Manners. 


(Zoology  1897-8. 
.-<  Botany  1898-9. 

(  Physics  1899-1900. 

(Music. 
.4  Drawing. 

(Morals  and  Manners. 

Higher  Course.— A  higher  course,  consisting  of  two  years'  work,  (ninth  and  tenth 
years),  to  follow  the  common  school  course,  is  outlined  in  detail  in  the  back  part  of  this 
Course,  (pages  126  to  137). 

High  School  Courses. — Two  suggestive  high  school  courses  are  given  in  tabulat- 
ed form,  one  for  three  years,  and  the  other  for  four  years,  (pages  139  to  142;. 


FIRST  YEAR. 


TEXT-BOOK. — First  Reader. 

READING.— First  reader  or  readers.  NUMBER.— From    1   to  10  with  combina- 

SPELLiNG.-Words  from  readers,  and  other      w£™*'G.-ln  connection  with  reading 

familiar  words.  GENERAL  EXERCISES.— Music.   Drawing. 

LANGUAGE.— In  connection  with  reading.  Morals  and  Manners. 


BEADING. 

Books  and  Apparatus. — Tablet  and  lead-pencil   or  slate,  sponge, 

pencil,  rule,  and  one  or  more  first  readers.  Pencil  should  be  kept  long  and 
well  sharpened. 

Supplementary  Reading. — Since  the  amount  of  material  in  one  first 
reader  is  not  sufficient  to  employ  and  interest  the  child  profitably  a  whole 
year,  a  few  books  suitable  for  class  work  and  individual  reading  are  here 
suggested.  Perhaps  but  few  schools  will  have  all  of  them,  but  every  class 
and  pupil  should  read  one  or  more.  These  beautiful  books  afford  children 
both  pleasure  and  profit,  and  tend  to  prevent  that  dullness  of  mind  and 
lack  of  interest  arising  from  the  enforced  idleness  so  common  in  school. 
They  are  arranged  in  the  order  of  their  difficulty,  the  easier  first.  Cyr's 
Primer,  (Ginn&Co.);  The  Werner  Primer,  (The  Werner  School  Book  Co.); 
Stickney's  First  Reader,  (Ginn  &  Co.) ;  Our  Little  Book  for  Little  Folks, 
(American  Book  Co.);  Nature's  By  Ways,  (The  Morse  Co.);  Cyr's  First 
Reader,  (Ginn  &  Co.);  Fairy  Tales  and  Fables,  (The  Morse  Co.);  Fables 
and  Rhymes  for  Beginners,  (Ginn  &  Co.);  Hodskin's  Little  People's 
Reader,  (Ginn  &  Co.). 

Objects. — 1.  To  recognize  at  sight  the  written  and  printed  forms  of  the 
words  found  in  the  child's  spoken  vocabulary,  and  to  pronounce  them 
readily  as  wholes. 

2.  To  write  single  words  and  combine  them  in  easy  sentences. 

3.  To  separate  them  into  their  elementary  sounds,  and  to   combine 
sounds  into  words.     To  learn  the  names  of  the  characters  representing 
these  sounds. 

4.  To  train  in  the  proper  use  of  his  vocabulary. 

Methods. — Teach  by  the  word,  sentence,  and  phonic  methods. 


14  READING— FIRST   YEAR. 

Preparatory. — The  first  thing  to  be  done  is  to  get  the  child  to  talk. 
When  he  is  free  from  the  embarrassment  of  his  new  surroundings,  fix 
his  attention  upon  some  object  or  picture  of  the  object  and  have  the 
crayon  say  the  word.  The  words  put  upon  the  board  should  be  placed 
there  by  the  teacher  in  script  letters  as  nearly  perfect  as  possible.  Train 
pupils  to  pronounce  at  sight,  both  the  written  and  the  printed  forms. 
Allow  no  printing  by  the  children.  Teach,  in  this  way,  two  or  three  com- 
mon names.  When  they  are  well  learned,  the  articles  a  and  the  should  be 
prefixed;  as,  a  boy,  a  cat,  a  dog;  the  boy,  the  cat,  the  dog.  The  pupils 
should  be  taught  to  pronounce  these  groups  as  one  word,  pronouncing 
"a-boy"  as  if  it  were  a  word  of  two  syllables  like  "  about."  Next  teach 
several  adjectives,  as,  a  black  dog,  a  white  cat,  etc.  In  the  same  manner, 
teach  a  verb,  as  runs.  When  the  above  words  are  thoroughly  learned,  a 
few  short  sentences  should  be  taught,  as,  the  boy  runs,  the  dog  runs,  the 
•white  cat  runs,  the  black  dog  runs,  etc.  Arrange  these  words  in  as  many 
different  sentences  as  possible.  Continue  in  this  way,  until  fifty  or  a 
hundred  words  have  been  taught.  This  will  take  from  two  to  three  months. 
The  words  should  be  taken  from  the  reader  or  chart  that  the  pupils  are 
to  use. 

Encourage  the  child  to  be  natural— to  talk,  not  to  do  some  new, strange 
thing.  Train  the  pupil  to  see  the  entire  short  sentence  and  then  to  speak 
it.  Never  allow  the  pupil  to  drawl.  Correct  faulty  reading  not  so  much 
by  mere  imitation,  as  by  leading  the  pupil  to  get  a  clear  mental  picture  of 
what  he  reads,  and  to  express  his  thoughts  in  an  easy,  conversational 
manner. 

Seat  Work. — To  aid  the  pupil  in  naming  words  at  sight,  use  sen- 
tence builders,  cards  containing  the  words  written  or  printed  on  them.  L,et 
these  be  put  together  so  as  to  form  the  easy  sentences  of  the  chart  or 
lessons.  As  soon  as  a  word  or  two  can  be  recognized  at  sight,  the  pupil 
should  be  required  to  build  the  sentences,  using  separate  words  on  bits  of 
cardboard.  Continue  building  sentences  until  the  reader  is  taken  up. 
The  teacher  should  use  his  own  judgment  as  to  the  amount  of  seat  work 
and  its  nature.  Every  pupil  should  be  kept  busy  at  some  profitable 
employment.  Playing  with  sticks,  marking  with  a  pencil,  or  doing  any- 
thing else  with  no  definite  aim  in  viewr,  should  not  be  permitted. 

Reader. — As  soon  as  the  required  number  of  words  has  been  taught 
in  this  way,  and  read  by  the  pupils  from  the  chart  or  words  made  by  the 
teacher  on  the  board,  the  child  should  take  the  book.  If  he  has  been 
properlv  tauerht  from  the  chart  and  board,  he  is  now  able  to  read  several 
pages  of  the  reader  at  sight.  Do  not  allow  pupils  to  read  a  lesson  from  the 
reader  until  they  have  mastered  every  word  in  that  lesson  by  means  of 
blackboard  drill.  Keep  readers  closed  during  blackboard  drill.  If  neces- 
sary, take  whole  time  of  recitation  to  teach  new  words.  It  is  well  to  complete 
the  first  half  of  two  first  readers  before  completing  any  entire  first  reader. 

Phonics. — After  a  few  days  at  school,  begin  to  train  the  child  to  dis- 
tinguish sounds  and  to  observe  that  words  are  usually  made  up  of  two  or 
more  sounds.  This  can  be  done  by  pronouncing  the  word  slowly  and  more 
slowly — that  is,  prolonging  each  sound  until  the  word  is  separated  into  its 


LANGUAGE— FIRST  YEAR.  15 

elements.  Train  the  child  to  do  this  until  he  can  readily  find  and  make 
the  sounds  in  a  known  word.  Do  not  hurry.  .Practice  a  little  each  day. 
Train  the  child  to  recognize  and  to  speak  the  word  when  the  teacher  gives 
the  sounds,  and  to  give  the  sounds  when  the  word  is  pronounced.  As  the 
pupil  advances  and  learns  that  a  certain  letter  represents  a  certain  sound, 
then  tell  him  the  name  of  the  letter. 

Spelling. — Spell  the  words  of  the  reader  chiefly  by  writing  them,  but 
do  not  neglect  oral  spelling. 


LANGUAGE. 

All  language  work  for  the  first  two  years  should  be  done  in  connection 
with  the  reading. 

Encourage  the  Children  to  Talk. — Lead  them  to  make  grammat- 
ical sentences  about  familiar  objects.  Correct  common  errors  in  their 
speech.  Tell  them  good  stories  in  which  real,  human  actions  are  described, 
and  require  them  to  repeat  them  to  you,  first  in  answer  to  questions  upon 
the  incidents,  and  later  in  comprehensive  form. 

Teach  the  use  of  capitals  in  the  following  cases:  Beginning  of  sen- 
tences, proper  names,  and  the  word  /.  Teach  the  use  of  the  period  and 
interrogation  point  at  the  close  of  sentences. 

REMEMBER.— 1.  To  have  all  written  work  done  neatly. 

2.  To  vary  the  work  with  each  lesson. 

3.  To  point  out  specifically  what  the  pupil  is  to  do  at  his  seat  in  the  matter  of  prep- 
aration and  writing. 

4.  To  give  short  lessons  and  see  that  they  are  prepared  as  directed. 

5.  The  recitations  in  this  division  should  be  frequent,  short,  and  spirited. 

6.  To  train  the  eye.— This  is  the  most  important  of  the  senses,  both  in  learning  to 
read  and  in  number  work.    Unless  one  is  quick  to  recognize  words,  groups  of  words, 
and  groups  of  objects,  he  cannot  become  a  good  reader,  or  ready  in  numbers. 

To  secure  this,  practice  exercises  like  the  following:  Require  the  words  at  the  head 
or  close  of  the  lesson  to  be  pronounced  rapidly  at  sight,  both  by  column  and  line,  before 
commencing  the  reading  lesson  proper. 

7.  By  a  series  of  easy  questions,  lead  the  child  to  express  the  thought  naturally, 
and  require  him  to  answer  such  questions  as  the  following:  Who  did  this?    What  is  said 
of ? 


NUMBER. 

The  outline  of  the  work  in  number  can  contain  a  few  suggestions  only. 
The  division  into  months  should  not  be  followed  if  found  to  contain  too 
much  or  too  little.  Be  sure  that  whatever  is  attempted  shall  be  thoroughly 
mastered.  Frequent  reviews  are  indispensable.  All  recitations  should  be 
rapid,  accurate,  and  full  of  interest.  Great  attention  should  be  paid  to 
language  forms.  Insist  upon  good  and  complete  sentences  and  see  to  it 
that  the  children  image  clearly  the  objects  and  operations  designated  by 
the  words  employed. 

No  teacher  is  prepared  for  this  xvork  who  is  not  supplied  with  good 
manuals  of  primary  number.  They  are  abundant  and  cheap.  Books  treat- 
ing of  instruction  in  number  should  be  caiefully  studied.  Teachers'  jour- 
nals offer  extremely  valuable  suggestions. 

Number  grows  out  of  the  idea  of  measurement.  This  should  never  be 
forgotten.  It  is  the  abstract  character  of  so  much  of  the  number  work 


16  NUMBER— FIRST  YEAR. 

that  makes  it  uninteresting  and  unprofitable.  Make  it  extremely  con- 
crete. Employ  the  physical  activities  of  the  children  constantly.  What 
they  discover  by  their  own  efforts  is  quite  likely  to  make  a  lasting  im- 
pression upon  their  minds. 

FIRST  MONTH. 

Teach  the  children  to  count  to  ten.  To  do  this  employ  simple  and 
familiar  objects.  The  test  of  the  success  of  your  work  is  the  children's 
ability  to  discover  readily  any  number  of  objects  to  ten.  Attempt  to  recog- 
nize, as  a  whole,  no  group  composed  of  more  than  four  units.  In  vent  plays 
in  which  the  children  give  designated  numbers  of  splints,  spools,  books, 
etc.,  to  one  another,  telling  what  they  have  done  in  good  sentences.  Vary 
these  exercises  in  many  ways.  Have  the  children  make  specified  numbers 
of  straight  lines,  horses,  circles,  etc.,  on  the  board.  Let  them  tell  the 
number  of  objects  in  the  pictures  in  the  reader,  number  of  children  in  the 
class,  of  windows  in  the  room,  of  doors  in  the  home,  etc.,  etc. 

Begin  the  arithmetical  operations  with  four  objects.  Have  the  pupils 
discover  the  sum  of  two  splints  and  two  splints,  of  two  marks  and  two 
marks,  of  two  pupils  and  two  pupils,  etc.  Require  careful  statements 
and  prompt  speech. 

Perform  the  same  operations  with  two  groups  and  two  groups  of  objects. 
Similarly  combine  three  splints  and  one  splint,  and  one  splint  and  three 
splints,  getting  the  results.  Similarly  develop  four  less  one;  four  less 
two;  four  less  three;  four  less  four;  two  times  two;  four  times  one;  one 
and  one;  two  and  one;  three  less  two;  three  less  one;  two  less  one;  three 
less  three,  and  two  less  two. 

SECOND   MONTH. 

Teach  the  number  of  twos  in  four;  one  half  of  four;  and  one  half  of 
two,  using  objects  and  insisting  on  good  statements. 

Have  each  pupil  supplied  with  a  light  one-foot  ruler.  Teach  its  name 
and  use.  Have  the  pupils  draw  lines  on  the  board  and  measure  them, 
making  them  a  foot  long.  Statement :  "  /  have  drawn  a  line  one  foot 
long."  Have  them  draw  two  such  lines  and  make  the  statement;  three 
such  lines;  four  such  lines.  Statement.  Forms  |  !  |  I  .  Statement: 
"  Two  one-foot  lines  and  two  one-foot  lines  are  four  otie-foot  lines."  Forms 
III  |  .  Statement.  Forms,  —  — .  Erase  one  and  make 

the  statement.  Same  form.  Erase  two  and  make  the  statement.  Same 
form.  Erase  three  and  make  the  statement. 

Have  pupils  draw  a  line  two  feet  long,  thus:  —  — .  Teach  "  One 
half  of  a  two-foot  line  is  a  one-foot  line.'1''  Have  them  draw  a  four- foot  line 
and  teach  "  One  half  of  a  four-foot  line  is  a  two- foot  line.'"  "  There  are 
two  two-foot  lines  in  a  four-foot  line."  "  There  is  one  three-foot  line  and 
a  one-foot  line  in  a  four-foot  line."  Rub  out  a  foot  line  at  the  end  of  the 
four- foot  line  and  make  the  statement.  Reproduce  the  four-foot  line;  rub 
off  two  feet  and  make  the  statement.  Reproduce.  Rub  out  three  and  make 
the  statement.  Similarly  teach  that  one  foot  is  one  fourth  of  four  feet,  and 
that  three  feet  are  three  fourths  of  four  feet.  Now  review  all  the  facts 
without  the  lines  requiring  the  children  to  image  the  results. 


NUMBER—  FIRST  YEAR.  17 

THIRD    MONTH. 

Teach  the  symbols,  1,  2,  3,  4,  +  ,  -,  =,  and  build  the  tables  2  +  2  =  4- 
1  +  3  =  4;  3  +  1  =  4;  4-1=3;  4-2  =  2;  4-3  =  1;  3-1  =  2;  3-2  =  1. 

Have  this  work  first  placed  upon  the  board.  Take  great  pains  to  have 
the  symbols  well  made.  You  are  now  ready  for  slate  or  tablet  work  Re- 
member that  the  number  work  is  difficult  for  the  children  and  must  not  be 
hurried. 

Take  the  number  six  next.  Develop  the  addition  and  subtraction  facts 
with  objects.  Teach  the  inch.  Supply  a  number  of  inch  measures.  Teach 
the  inch  on  the  foot  ruler  as  far  as  six. 

FOURTH  MONTH. 

Teach  the  symbols  5  and  6,  X,  -*-,  I,  i,  I  .  Make  addition  and  subtrac- 
tion tables  for  five  and  six.  Make  multiplication  tables  for  2,  4,  6  using 
inch  measures  and  other  objects.  Make  the  division  tables  for  four  and 
six,  thus:  4  +  2  =  2;  6  +  2  =  3.  "Four  divided  into  twos  is  two  twos  " 
Employ  measurements  as  before  to  develop  these  ideas  Teach  i  of  fi-  i 
of  6;  |  of  6. 

Teach  five  with  reference  to  four  and  six. 

Furnish  gallon,  quart,  and  pint  measures.  Have  not  less  than  four 
quart  measures  and  eight  pint  measures.  Use  the  gallon  and  quart  meas- 
ures in  reviewing  the  number  four.  Require  complete  statements  and 
continue  the  measuring  processes  until  the  pupils  can  image  them  at 
pleasure.  When  the  pupil  says  one  fourth  see  that  he  thinks  of  the 
quart  in  its  relation  to  the  gallon.  By  insisting  upon  this  work,  addition 
subtraction,  and  multiplication  of  fractions  will  become  very  simple' 
Work  freely  with  one  half,  one  fourth,  two  fourths,  and  three  fourths. 

FIFTH  MONTH. 

Teach  the  figures  to  eight.  Using  the  pint  measures  and  the  inch 
measures,  develop  the  addition  and  subtraction  tables  to  eight  keeping  uo 
a  constant  review  of  all  the  preceding  facts.  Teach  also,  by  means  of  the 
measures,  2X4,  and  4X2,  so  that  the  pupil  will  not  be  confused  bv 
the  order  of  the  factors.  Teach  the  corresponding  divisions,  testing  all 
the  time  the  imaging  activity  of  the  children.  Using  the  pint  measures 
teach  all  of  the  eighths  of  eight,  having  the  pupil  think  of  the  number 
eight  as  the  number  of  pints  in  a  gallon  and  consequently  thinking  of  a 
gallon  as  representing  the  number  eight. 

SIXTH  MONTH. 

Teach  one  half  of  eight  and  all  the  fourths  of  eight.  Using  the  pint 
measures  and  the  quart  measures,  teach  the  changing  of  eighths  to  fourths 
and  fourths  to  eighths  and  both  to  halves.  Give  practice  in  problems  of 
this  character;  i  +  j;  *  +  £;  f  +  f;  1+5.  i  _i.  i_i.  i_|.  13.  A  _, 


Also  2Xi;  2X1:  I**;  i-4-t;  *-*-*;  |*.  Multiply  these  examples 
abundantly.  Remember  that  the  child,  in  dividing  one  half  by  one  fourth 
is  thinking  of  dividing  four  pints  by  two  pints.  See  to  it  that  he  imairM 
in  this  concrete  way. 

SEVENTH  MONTH. 

Teach  the  number  seven  with  all  of  its  various  facts  by  reference  to 
six  and  to  eight.     Teach  the  figures  nine  and  ten.     Nine  is  not  a  difficult 


18  WRITING— FIRST  YEAR. 

number  to  teach  because  it  is  composite.  Teach  the  addition  and  subtrac- 
tion facts  and  the  multiplication  and  division  facts  by  the  use  of  the  objects 
already  employed.  Keep  up  a  constant  review.  Do  not  forget  to  require 
prompt  and  clear  statements  in  complete  sentences.  Now  develop  the 
fraction  work  in  connection  with  nine  as  it  has  been  done  with  the  lower  num- 
bers. The  fractions  here  used  will  be  thirds  chiefly.  Do  not  stop  to  intro- 
duce ninths  since  there  are  but  few  fractional  forms  for  this  number,  and  you 
will  have  much  time  for  reviewing  the  lower  numbers. 

EIGHTH  MONTH. 

Take  the  dime  as  a  standard  of  reference.  Use  pennies  for  counters. 
Develop  all  of  the  number  facts  and  introduce  the  fractions,  fifths  and 
tenths.  Require  the  imaging  in  this  new  measure. 

Much  remains  for  the  teacher  to  do  in  organizing  this  work.  Take 
every  opportunity  to  visit  schools  and  get  ideas  from  other  teachers. 
Write  to  city  superintendents  for  reports  of  the  work  in  their  schools.  You 
will  derive  much  advantage  from  these  pamphlets. 


WRITING. 

Teach  writing  in  connection  with  other  subjects.  Children  should 
learn  first,  largely  by  imitation,  to  write  words  and  sentences  from  other 
lessons.  Teach  pupils  to  write  their  own  names;  also  names  of  brothers, 
sisters,  parents,  and  playmates.  Slate  or  paper  should  have  rulings  as  a 
guide  for  the  base  lines  of  the  writing.  The  pencil  should  be  at  least  four 
inches  long  and  reasonably  sharp. 


PHYSIOLOGY.-First  Year.-Oral  Work. 

The  teacher  is  expected  to  develop  fully  each  topic  in  this  and  the 
succeeding  sections,  and  also  to  add  work  along  the  same  line  as  the  class 
advances.  Make  work  very  simple.  Use  plain,  familiar  language. 

Why  We  Eat.— Compare  food  of  plants  and  animals.  Some  of  the 
best  foods.  Food  to  body  what  coal  and  water  are  to  engine.  Variety  of 
food  necessary,  animal,  vegetable,  and  mineral.  Alcohol  and  tobacco  not 
foods.  How  we  grow.  Constant  waste  repaired  by  food.  Saliva,  its  pur- 
pose, flows  more  freely  while  eating.  Gum  chewing  exhausts  salivary 
glands.  Different  food  required  in  different  climates. 

Stomach,  and  Intestines.— Structure,  use,  and  care.  How  food 
gets  into  the  stomach.  Condiments.  Always  be  cheerful  at  meal  time. 
Effects  of  alcohol  on  digestion. 

Teeth.— Number,  kinds,  use,  and  care.  Effects  of  tobacco  on  saliva 
and  teeth. 

Circulation.— Blood  the  river  of  life.  The  heart  a  wonderful  little 
pump.  How  food  mixes  with  blood  and  is  carried  to  all  parts  of  the  body. 
Heart  and  circulation  affected  by  use  of  alcohol  and  tobacco.  Wine, 
cider,  and  beer  all  contain  alcohol.  Names  of  common  alcoholic  drinks. 
The  use  of  stimulants  and  narcotics  increases  the  appetite  for  them.  The 
only  safe  cure  for  strong  drink  is  never  to  touch  it. 


READING— SECOND  YEAR.      .  19 

SECOND    YEAR. 


TEXT-BOOK  —  Second  Reader. 

READING.  —  Second  reader  or  readers.  NUMBER.  —  Combinations  from  ten  to  twen- 

SPELLiNG.-From    readers    and    familiar       w^T^^^iC°^^°T^ 

words.  GENERAL  EXERCISES.—  Music,   Drawing, 

LANGUAGE.—  In  connection  with  reading.  Morals  and  Manners. 


READING. 

Purposes.  —  1.  To  gather  thought  from  printed  page.     2.  Expression. 

Supplementary  Reading.  —  There  is  no  place  in  the  school  course 
where  supplementary  reading  can  be  made  more  profitable.  It  should  be, 
generally,  sight  reading  of  interesting  stories,  very  easy  second  grade  or 
hard  first  grade  work.  The  following  books  are  recommended:  Bass's 
Nature  Stories  for  Young  Readers,  (D.  C.  Heath  &  Co.);  Bass's  Animal 
Life,  (D.  C.  Heath  &  Co.);  Cyr's  Second  Reader,  (Ginn  &  Co.);  Easy 
Steps  for  Little  Feet,  (American  Book  Co.);  Stickney's  Pets  and  Com- 
panions, (Ginn  &  Co.);  ^Esop's  Fables  I.  and  II.,  (Educational  Publishing* 
Co.);  Classic  Stories  for  Little  Ones,  (Public  School  Publishing  Co.); 
Wiltse's  Grimm's  Fairy  Tales,  (Ginn  &  Co.);  Cooke's  Nature  Myths,  (A. 
Flanagan);  Morley's  Seed  Babies,  (Ginn  &  Co.);  Verse  and  Prose  for 
Beginners,  (Houghton,  Mifflin  &  Co.);  Johonnot's  Book  of  Cats  and 
Dogs,  (Am.  Book  Co.)  ;  First  Year  Nature  Reader,  (Werner  School  BookCo.) 

Choice  Selections.  —  Pupils  should  be  required  to  commit  to  memory 
short,  choice  selections  to  be  recited  before  the  class.  These  selections 
may  be  taken  from  the  reader  or  from  any  source  not  more  difficult  than 
the  reader,  and  should  be  understood  before  they  are  committed. 

New  Words.  —  Teach  the  new  words  at  the  head  of  each  lesson  so- 
that  pupils  will  know  them  at  sight,  pronounce  them  correctly,  and  know 
what  they  mean.  Be  careful  to  secure  correct  pronunciation  and  distinct 
articulation.  To  teach  pupils  to  know  words  at  sight,  point  rapidly  from 
one  word  to  another.  To  teach  the  meaning  of  words,  require  pupils  to- 
give  the  words  in  sentences,  after  theyliave  been  fully  explained.  Sen- 
tences should  be  both  oral  and  written.  To  secure  correct  pronunciation, 
the  teacher  must  be  careful  about  his  own  pronunciation.  Three  recita- 
tions daily. 

Expression.—  Give  additional  attention  to  errors  of  pronunciation 
and  to  good  expression.  Aim  at  naturalness.  Do  not  read  very  much  for 
pupils  to  imitate.  The  skillful  teacher  succeeds  in  filling  the  pupils  so 
full  of  the  sentiment  of  the  story,  that  expression  is  spontaneous.  Do- 
not  teach  that  the  voice  should  fall  at  a  period  and  be  kept  up  at  a  comma. 
It  is  not  true. 

NOTE.—  Do  not  keep  a  class  too  long  on  one  lesson.  It  is  better  to  review  it  after  a 
time  than  to  read  that  in  which  the  pupil  has  lost  interest.  Assign  the  lesson  so  that  each 
pupil  will  know  exactly  what  he  is  to  do  in  preparing  it.  If  necessary,  prepare  the 
lesson  with  the  class.  Occasionally  read  selections  from  other  books  to  the  class  on  the 
subject  of  the  lesson.  At  the  close  of  each  lesson  require  one  or  more  members  of  the 
class  to  reproduce  the  story  from  memory.  Occasionally,  the  latter  part  of  the  year,  have 
pupils  write  the  story  of  the  lesson  from  memory.  Place  upon  the  board  questions  on 
the  lesson  to  which  pupils  shall  write  complete  answers.  Rapidly  review  lessons  passed 
over. 

Phonics.  —  Separation  of  words  into  elementary  sounds,  and  making 
words  from  elementary  sounds,  as  in  reader. 


20  SPELLING— SECOND     YEAR. 

SPELLING. 

1.  The  principal  work  this  year,   is  the  learning   of   the   new  words 
{usually  found  at  the  head  of  the  lesson)  in  the  second  reader.     Teach 
pupils  to  pronounce  these  rapidly  and  correctly,  at  sight,  before  reading. 

2.  Language  work  for  this  year  will  give  all  additional  words  needed. 

3.  Attention  must  be  given  to  the  division  of  words  into  syllables  as 
found  in  the  reader;  also  to  marking  the  accented  syllable.     The  syllable 
is  the  unit  of  pronunciation,  and  good  pronunciation  can  not  be  secured 
•without  a  careful  drill  on   syllables.     Take  a  word  like  "  un-der-stand." 
Which  is  the  first  syllable  ?     How  is  it  pronounced  ?     Spell  it  by  sound. 
Pronounce  the  second  syllable;   the  third;  how  many  sounds  in  the  third 
syllable?     Give  them. 

4.  All  abbreviations  used  in  the  book. 

5.  Occasionally  require  pupils  to  bring  to  the  recitation  a  small  portion 
of  the  lesson,  neatly  and  correctly  written  on  their  slates.     Be  sure  to 
examine  this,  and  if  wrong,  in  capitals  or  punctuation,  hand  it  back  for 
correction . 

Dictation. — Occasionally  dictate  sentences  and  paragraphs  from  the 
reading  lessons,  to  be  reproduced  on  slate  or  paper  by  the  pupil.  See  that 
the  written  forms  are  correct. 


LANGUAGE. 

Conversational  L/essons. — Conversational  lessons  about  stories  in 
readers.  Reproduction  of  stories.  Write  answers  to  questions  on  what 
is  seen  in  a  picture.  Write  full  answers  to  direct  questions;  as,  "  Did  he 
stand  in  the  door?  "  The  pupil  will  write:  "  He  stood  in  the  door."  In 
•writing  answers  to  such  questions,  the  pupil  must  change  the  initial  letter, 
the  form  of  the  verb,  and  the  terminal  mark.  Insert  nouns  in  place  of 
pronouns,  in  reading  lessons,  both  orally  and  in  writing. 

Word  Forms. — Teach  the  singular  and  plural  forms  of  nouns;  correct 
use  of  a  and  an,  is  and  are,  was  and  were,  has  and  have,  seen  and  saw,  etc., 
in  sentences.  Continued  careful  practice  in  the  use  of  capitals  and  term- 
inal marks.  Teach  use  of  capitals  in  names  of  days  of  the  week  and 
months  of  the  year,  and  further  as  found  in  the  reader.  It  is  well  to  use 
.good  language  tablets. 

Homonyms. — Teach  the  correct  use  and  orthography  of  such  words 
as  blue,  blew;  two,  to,  too;  here,  hear;  no,  know;  be,  bee;  there,  their;  see, 
sea;  new,  knew;  right,  write;  by,  buy;  ate,  eight;  led,  lead;  whole,  hole. 


NUMBER. 

FIRST  MONTH. 

For  the  number  twelve  make  the  foot  the  unit. 

Develop  the  new  facts  in  addition,  subtraction,  multiplication,  division 
and  partition  by  reference  to  12  inches.  Employ  measurements  in  a  great 
•variety  of  ways  to  invent  problems.  Verify  the  results  by  measurements. 
Remember  that  the  purpose  of  this  work  is  to  give  to  all  of  these  opera- 
tions an  air  of  reality. 

Teach  the  twelfths  to  12,  thus:     1  inch  is  rj  of  a  foot,  2  inches  are  T%  of 


NUMBER— SECOND  YEAR.  21 

a  foot,  etc.  Continue  this  drill  until  the  twelfths  of  12  are  familiar.  Use 
these  facts  in  adding  £  and  \,  thus:  i  of  a  foat  is  4  inches  or  ^2  of  a  foot, 
i  of  a  foot  is  3  inches  or  fV  of  a  foot.  ra  of  a  foot  and  A  of  a  foot  are  V^  of 
a  foot,  or  7  inches. 

Similarly  find  the  sum  of  £  and  f,  £  and  f,  |  and  i,  etc.  Similarly 
employ  halves  and  sixths.  In  the  same  manner  introduce  subtraction  of 
fractions. 

SECOND  MONTH. 

Employing- same  plan,  multiply  i  by  2,  by  3,  by  4.    Multiply  iby  2,  by  3. 

Vind  all  the  thirds,  fourths,  and  sixths  of  12.  Introduce  the  idea  of 
division  of  one  fraction  by  another,  thus:  Find  how  many  sixths  there 
are  in  i;  in  |.  "  i  of  a  foot  is  2  inches,  or  -n?  of  a  foot;  \  of  a  foot  isk  inches 
or  TZ  of  a  foot.  There  are  2  tivos  in  4. ' ' 

Keep  up  a  constant  review.  Count  by  twos  to  12;  by  threes;  by  fours. 
Divide  each  of  the  numbers  to  twelve  by  each  of  the  numbers  below  it,- 
giving  the  quotient  and  remainder  in  each  case,  thus:  "  There  are  two- 
threes  in  7  with  a  remainder  of  I."  Derive  the  facts  by  comparing  a  line 
three  inches  long  with  a  seven-inch  line.  Teach  the  writing  of  numbers 
to  25.  Teach  the  number  eleven  by  reference  to  10  and  12. 

THIRD  MONTH. 

Teach  fourteen  by  reference  to  twelve,  using  the  concrete  illustrations 
with  the  foot  rule  and  the  inch  measures.  Supply  the  children  with 
measures  of  various  lengths,  as  2  inches,  3  inches,  4  inches,  etc.  Each  of 
these  measures  should  have  the  inches  marked.  Teach  all  of  the  number 
facts  about  thirteen  in  the  same  manner. 

When  the  number  sixteen  is  reached,  the  familiar  unit,  the  pound, 
with  its  sixteen  ounces,  may  be  used  with  profit. 

The  fractional  parts  of  the  pound  most  commonly  used  are  one  half 
and  the  quarters,  but  the  eighths  should  also  be  employed  here. 

Make  addition  and  subtraction  tables  for  all  work  up  to  this  point, 
reviewing  them  freely  and  requiring  clear  statements.  Use  the  liquid 
measures  and  the  foot  rule  constantly. 

FOURTH  MONTH. 

Fifteen  is  more  easily  taught  than  eleven  or  thirteen.  Teach  all  of 
the  facts.  Show  constantly  its  relation  to  ten  and  five.  Develop  the 
division  and  partition  tables  for  all  of  the  numbers  thus  far  learned. 

Teach  all  of  the  fifths  of  fifteen.  Teach  the  addition  of  one  fifth  and 
one  third,  by  reference  to  fifteen.  Teach  the  subtraction  of  one  fifth  from 
one  third  by  same  method.  Keep  all  previous  work  in  constant  review. 

FIFTH  MONTH. 

Teach  the  number  eighteen  with  reference  to  sixteen,  using  the  pound 
and  ounces,  and  with  reference  to  twelve,  using  the  foot  and  inches. 

All  of  the  addition  facts,  that  is,  the  sums  of  any  two  numbers  not 
greater  than  nine,  have  now  been  learned.  Make  a  list  of  them.  The 
same  is  true  of  the  subtraction  facts.  Make  a  list  of  them  and  of  all 
multiplication,  division,  and  partition  facts  involved  in  numbers  to  eigh- 
teen, and  keep  up  a  constant  review  of  them. 

SIXTH  MONTH. 

Teach   seventeen   with   reference   to    sixteen    and    eighteen.     Divide 


22  WRITING— SECOND  AND  THIRD  YEARS. 

eleven  by  each  of  the  numbers  below  it,  giving  the  quotient  and  remainder. 
Do  the  same  with  thirteen,  fifteen,  and  seventeen. 

Distinguish  between  problems  in  which  the  quotient  may  be  a  mixed 
number  and  in  which  the  remainder  is  left  undivided,  thus:  Divide  5 
apples  equally  between  two  boys.  What  will  each  boy  receive?  If  we 
were  to  attempt  to  divide  5  marbles  should  we  cut  the  fifth  marble  into  two 
equal  parts  ? 

Review  the  divisions  to  ten,  making  the  quotients  mixed  numbers 
where  the  division  is  not  exact,  thus:  "/»  5  there  is  one  3  and  f  of 
another  three."  Derive  the  results  by  a  comparison  of  measures,  thus: 
Compare  a  3-inch  measure  with  a  5-inch  measure  for  the  above  result. 

SEVENTH  MONTH. 

Teach  all  number  facts  to  20,  referring  to  10,  especially,  in  developing 
them.  Teach  19  by  reference  to  18  and  20.  Count  by  twos,  fours,  fives, 
and  tens  to  20.  This  should  be  done  rapidly  and  accurately. 

Divide  19  by  3,  4,  5,  6,  7  and  8,  giving  quotient  and  remainder  and  also 
giving  quotient  as  a  mixed  number. 

With  the  foot  as  a  standard  of  reference  give  problems  like  the  follow- 
ing: H-5-2;  H-i-3;  l-H-5;  liM-4.  Method:  \\feet  equals  14  inches  or  f|  of  a 
foot.  \  of  -H  of  a  foot = -rV  of  a  foot. 

EIGHTH  MONTH. 

Add  |  and  $,  referring  to  the  foot  as  a  standard,  thus:  "f  of  12  inches 
equals  8  inches,  or  A  of  a  foot,  f  of  12  inches  equals  9  inches,  or  TS  of  a 
foot:' 

Make  additions  and  subtractions  of  all  fractions  in  which  12  may  be 
used  as  the  common  denominator.  Divide  f  by  \,  f  by  |  and  by  f ,  employ- 
ing the  same  plan.  Similarly  employ  fractions  whose  denominators  may 
be  referred  to  16,  the  number  of  ounces  in  a  pound. 

By  the  end  of  the  second  year  facility  should  have  been  acquired  in 
the  fundamental  operations  to  20.  The  finding  of  sums  from  11  to  18  may 
be  rendered  quite  easy,  when  combining  two  numbers  each  less  than  10, 
by  withdrawing  from  the  smaller  enough  to  make  the  larger  10,  thus: 
8+7=8+2+5.  Multiply  addition  problems  in  which  several  numbers  are 
to  be  combined,  the  sum  not  to  exceed  20. 


WRITING.— Second  and  Third  Years. 

Materials. — One  copybook  for  the  entire  year,  good  ink,  pen  that  will 
not  scratch,  straight  holder,  penwiper,  blotter,  practice  paper,  foolscap 
cut  in  sheets  about  the  size  of  copybook,  in  which  it  should  be  kept,  and 
blackboard. 

Copybooks. — Use  more  for  their  copies  than  their  writing  space. 
Refer  frequently  to  the  copies  and  study  forms  of  letters  and  words,  even 
when  writing  on  the  board  or  practice  paper. 

Position  and  Penholding. — Follow  directions  on  cover  of  copybook. 

Capitals. — A  good  plan  is  to  teach  the  capitals  incidentally.  When 
pupils  have  use  for  a  capital  teach  them  how  to  make  it.  Near  the  close 
of  the  year  review  and  make  a  special  study  of  the  capitals.  Their  classi- 
fication may  be  found  on  the  cover  of  almost  any  copybook. 


WRITING—  SECOND  AND  THIRD  YEARS.  23 

One  of  the  characteristics  of  vertical  writing  is  small  and  simple 
capitals.  Many  of  them  differ  from  the  small  letters  only  in  size. 

Small  Letters.  —  Take  up  the  small  letters  by  groups  (See  Fig.  1), 
giving  special  attention  to  the  types. 

Of  groups  1  and  6,  teach  w  as  the  type.  Show  that  its  first  part  is 
like  i  and  u;  its  last  part  like  v  and  b.  Show  the  common  fault  of  a 
sprawling  w,  caused  by  making  the  last  part  too  wide,  and  not  finishing 
with  right  horizontal  curve.  Teach  pupils  to  criticise  their  own  work. 
Practice  w  by  itself.  Write  small  words  beginning  with  it,  or  with  z,  u, 
v,  or  /;.  In  body  writing  induce  special  care  for  these  five  letters  to  fix  the 
correct  mental  picture  of  each  and  the  habit  of  making  it. 


M)>L  AJU  AAT  jb  A^  (gum,  nm,  or  oo  a 

0)1  Jr  JuJ&l  ^  cu  dL  a  a/  a 

I 

c>  n^  (Uxxrrtr  xr 


FIGURE  1." 

Of  groups  2  and  3,  take  h  as  the  type.  Compare  h  with  n,  m,  v,  x,y, 
z,  and  p;  they  all  have  a  part  in  common.  Notice  especially  the  broad, 
round  turn  at  the  top.  Learn  first  to  make  n. 

£L  .Qi  On  On,  .       . 

rrt  rru  rru  rru  no,  nru 

FIGURE  2. 

Figure  2  is  suggestive  for  the  first  lesson,  which  should  be  written  at 
the  board.  For  the  next  lesson  review  briefly  and  continue  by  having 
each  pupil  write,  at  the  board,  a  square  yard  of  n's.  For  the  next,  on 
practice  paper  review  w  and  take  up  v.  Teach  its  form  and  have  short 
words  written  which  begin  with  v.  For  the  next,  write  in  copybook  the 
copy  that  uses  the  greatest  number  of  letters  belonging  to  group  2,  Fig.  1. 
For  the  next,  write  a  quotation  on  the  board  to  be  copied,  and  underline 
the  letters  of  group  2  wherever  they  occur. 

The  unit  of  purpose  in  these  lessons  is  the  element  common  to  group 
2  —  the  last  part  of  h,  which  should  be  carefully  made.  Not  less  than  a 
month's  work  should  be  given  to  group  2. 

The  upper  loop  should  then  be  taken  up.  Because  of  its  importance 
teach  it  thoroughly  according  to  the  plan  given  above.  Teach  all  the 
letters  of  group  3  in  the  same  connection  and  write  words  containing 
them.  Review  groups  1  and  2. 

Of  groups  4  and  5  take  g  as  a  type.  Let  the  method  described  for  h  be 
suggestive.  Simplify  the  process  by  teaching  first  a,  and  other  letters  of 
group  4;  then  j,  and  others  of  group  5.  Review  groups  1,  2,  and  3;  use 
the  copybook  and  practice  freely  on  foolscap. 


24  PHYSIOLOGY—  THIRD  YEAR. 


I    2L   3    U  v?  l.o  1   ?  q  O 

- 


FlGl-RK  3. 

Figures.  —  At  some  time  during  the  year  teach  pupils  to  make  figures 
rapidly  and  well.     Their  constant  use  is  demanded  in  a  practical  way. 


PHYSIOLOGY.-Second  Year.-Oral  Work. 

The  Voice.— Perfection  and  beauty.  vStructure  and  use  of  vocal  organs. 

The  Lungs.— Why  we  breathe.  Effects  of  alcohol  and  tobacco 
on  lungs.  Smoking  has  a  tendency  to  lead  to  drinking.  The  younger 
the  person  using  tobacco  the  more  serious  will  be  its  effects. 

The  Skin.— Its  structure,  use,  and  care.  Perspiration.  The  Hair 
and  Nails,  structure,  use  and  care  of . 

Clothes.— Clothes  keep  us  warm  but  do  not  make  us  warm.  Wet 
clothes.  Bad  effects  of  tight  clothing  about  the  neck,  waist,  limbs,  and 
feet.  Remove  rubbers  in  schoolroom.  Avoid  clothing  one  part  of  the 
body  warm  and  leaving  other  parts  exposed  Do  not  change  suddenly 
from  thick  to  thin  clothing. 

The  Five  Senses.— Structure,  care  and  use  of. 

The  Nerves.— The  telegraph  system  of  the  body.  Sleep.  Regular 
hours  for  work,  amusement,  and  rest. 

Muscles.— Structure,  use  and  kinds.  How  they  act.  Some  volunta- 
ry, some  involuntary.  Alcohol  and  muscles. 

Bones. — Use,  care,  condition  at  different  ages.  How  they  are  joined 
together. 

THIRD  YEAR. 


TEXT-BOOKS.— Third  Reader,  Language  Book,  Elementary  Arithmetic, 

Primer  of  Physiology. 
READING.— Third  reader  or  readers.  ARITHMETIC.— Elementary  arithmetic  be- 

STth'er *\^££?*  fr°m  readefS  and  fr°m       PH^?k  °GY     AN°     HYGIENE-  -  Prlmary 
LANGUAGE.— More  distinctive  work  than       GENERAL   EXERCISES.— Music,  Drawing, 
preceding  years.  Morals  and  Manners. 


READING. 

Objects.— 1.  To  complete  the  third  reader. 

2.  To  continue  the  drill  in  ready  recognition  of  words  and  phrases. 

3.  To  teach  the  pupil  to  gather  thought  from  the  printed  page  and  to 
use  the  book  as  a  source  of  information  and  pleasure. 

Suggestions.— Give  particular  attention  to  distinct  articulation, 
correct  pronunciation,  and  the  diacritical  marks.  Secure  compass  and 
volume  of  voice,  with  pleasant  tones.  Train  the  pupil  to  express  the 
thoughts  of  the  author  in  language  entirely  his  own.  Question  carefully 
on  the  lesson  to  provoke  thought  on  the  part  of  the  pupil. 

The  objects  aimed  at  are:  (1).  Mastery  of  the  thought;  its  truth, 
beauty,  and  purpose.  The  mind  must  dwell  upon  the  thought  until  its 
force  is  understood  and  felt.  (2).  A  natural  expression  of  the  thought. 


SPELLING-THIRD  AND  FOURTH  YEARS.  25 

Supplementary  Reading.— See  suggestions  about  the  use  of  supple- 
mentary reading  in  first  and  second  years.  The  following  books  are 
recommended  for  this  grade:  Stories  of  Indian  Children,  (Public  School 
Publishing  Co.);  Cyr's  Third  Reader,  (Ginn  &  Co.);  Scudder's  Fables 
and  Folk  Lore,  (Houghton,  Mifflin  &  Co.);  Heart  of  Oak  No.  II,  (D.  C. 
Heath  &  Co.);  Stickney's  ^5sop's  Fables,  (Ginn  &  Co.);  McMurry's 
Robinson  Crusoe,  (Public  School  Publishing  Co.) ;  Short  Stories  of  Our 
Shy  Neighbors,  (American  Book  Co.);  Golden  Book  of  Choice  Reading, 
(American  Book  Co.);  Book  of  Tales,  (American  Book  Co.). 

SPELLING.— Third  and  Fourth  Years. 

In  Connection  with  the  Third  Reader.— 1.  If  no  spelling  book  is 
used  with  third  reader,  note  the  work  of  the  second  reader  for  suggestions, 
and  advance  the  work  as  below. 

2.  Note  that  most  third  readers  have  the  new  and  more  difficult  words 
of  each  lesson  arranged  with   syllabication,  accents,   and  diacriticals  for 
oral  spelling,  either  by  the  alphabet  or  phonic  method. 

3.  Dictation  should  be  given  by  the  teacher  to  give  an  enlarged  mean- 
ing to  the  words  used— thus,  for  the  word  glade,  the  teacher  will  dictate 
—  "The  opening  in  the  wood  was  without  trees— a  pretty  glade. " 

4.  Word  analysis  of  simple  English  derivatives  should  be  begun;    as, 
<?r=one  who,  or  that  which— skat-^r,  skater=one  who  skates.     The  final 
e  of  skate  is  dropped  "  before  a  suffix  beginning  with  a  vowel." 

5.  In  the  same  way  teach  some  of  the  prefixes;   as,  un  =  r\ot,  etc.     One 
lesson  a  week  of  this  kind  will  give  a  good  start  in  word  analysis. 

In  Connection  with  the  Spelling1  Book.— 1.  If  a  spelling  book  is 
used,  follow  it  and  masferit.  Do  not  waste  the  term  on  the  first  few  pages. 

2.  Require  each  lesson  to  be  pronounced  promptly  by  the  class  with 
open  book,  before  it  is  studied  or  recited. 

3.  Keep  up  frequent  reviews  of  these  pronouncing  exercises,  and  on 
Friday,  pronounce  in  review,  all  the  lessons  of  the  week. 

4.  Require  the  words   in  some  lessons  to  be  arranged  alphabetically; 
by  number  of  syllables;  by  accent. 

5.  Monosyllables  may  be  arranged  by  vowel  sounds,    and  the  proper 
mark  affixed. 

6.  Keep  up  a  practice  on    syllables,    as    indicated    in    former   grade. 
Remember  the  syllable  is  the  unit  of  pronunciation. 


LANGUAGE. 

To  the  Teacher.— It  will  be  observed  that  the  language  work  in  this 
Course  is  different  from  what  is  usually  found  in  such  manuals.  That  the 
teacher  may  catch  the  spirit  of  the  work,  attention  is  called  to  the  follow- 
ing brief  quotations : 

"  The  first  requisite  of  an  ideal  system  of  language  work  would  appear  to  be  an 
abounding  wealth  of  thought  material.  *  *  *  Grinding  without  a  grist  produces  as 
little  flour  in  educational  as  in  flouring  mills." — Prof.  Chas.  DeGarmo. 

"  Make  the  thought  the  chief  thing  and  the  act  of  expression  a  kind  of  incidental 
necessity,  and  thus  lead  the  child  imperceptibly  through  what  otherwise  might  be  an 
irksome  task.  Keep  up  the  child's  delight  in  expressing  thought  by  making  it  as  fresh 
when  written  as  when  spoken.  Let  all  the  drill  exercises  and  all  the  criticisms  which 
are  intended  to  secure  correctness  of  expressipn  be  carried  on  in  the  interest  of  thought. 
The  language  should  be  good  not  so  much  for  its  own  sake  as  for  the  thought  which  it 
embodies." — Prof.  Samuel  S.  Greene. 

"  Language  should  not  be  taught  for  the  sake  of  language  itself;  but  language  should 
be  used  in  order  to  enhance  directly  the  intensity  of  the  thought  that  is  being  evolved. 


26  LANGUAGE-THIRD  YEAR. 

In  other  words,  the  development  of  the  child  is  the  motive,  and  the  use  of  language  aids 
directly  in  that  motive."— Col.  F.  W.  Parker. 

"  Never  ask  a  pupil  to  express  a  thought  in  writing  until  he  sees  clearly  what  he  is 
trying  to  express.  If  one  is  trained  from  the  first  to  express  only  those  thoughts  which 
are  clearly  seen,  he  will  acquire  greater  accuracy  of  expression." — Mary  F.  Hyde. 

"  The  teacher  must  remember  that  language  is  an  expression  of  thought;  and  conse- 
quently, that  correct  thinking  should  precede  expression.  *  *  *  Insist  upon  vigorous 
thinking  before  expression.  This  excellent  rule  will  assist  in  securing  good  work  in 
language."— Profs.  Robert  C.  Metcalf  and  Orville  T.  Briglt.1. 

Altei  nation. — In  most  country  schools  there  is  not  time  for  more 
than  one  class  in  language;  therefore  the  work  in  this  subject  for  the  third 
and  fourth  years  is  arranged  to  alternate.  During  the  school  year  of  1897- 
98  have  all  pupils  of  these  two  grades  study  the  language  given  for  the 
third  year.  During  the  next  year,  1898-99,  have  all  pupils  of  the  two 
grades,  including  those  just  ready  to  enter  the  third  year,  study  the  lan- 
guage given  in  the  fourth  year.  In  the  }rear  following,  1899-1900,  those 
who  have  had  two  years  of  language  work  may  pass  on  to  the  work  of  the 
fifth  year,  while  those  who  have  studied  fourth  year  language  but  not  that 
of  the  third  year  may  take  third  year  language  with  the  class  studying 
the  subject  at  that  time,  and  at  the  close  of  the  year  be  promoted  to  the 
fifth  year  work.  So  continue  to  alternate  from  year  to  year. 

FIRST  MONTH. 

1.  Reproduction  Story.—  Teacher  tell  or  read  in  an  interesting  manner 
the  fable  of  ' '  The  Lion  and  the  Mouse ' '  and  then  have  pupils  reproduce 
it,  first  orally  and  afterward  in  writing.     Treat  all  the  stories  for  the  year 
in  like  manner. 

THE  LION  AND  THE  MOUSE. 

NOTICE.— There  are  several  editions  of  ^Esop's  Fables  for  the  use  of  schools,  in 
which  the  stories  are  told  in  interesting  and  simple  language.  On  account  of  the  limited 
*pace  the  fables  are  given  here  in  their  shortest  form. 

"A  lion,  tired  with  the  chase,  lay  sleeping  at  full  length  under  a  shady 
tree.  Some  mice,  scrambling  over  him  while  he  slept,  awoke  him.  Lay- 
ing his  paw  upon  one  of  them,  he  was  about  to  crush  him,  but  the  mouse 
implored  his  mercy  in  such  moving  terms  that  he  let  him  go.  Some  time 
after  the  lion  was  caught  in  a  net  laid  by  some  hunters,  and,  unable  to 
free  himself,  made  the  forest  resound  with  his  roars.  The  mouse  whose 
life  had  been  spared  came,  and  with  his  little  sharp  teeth  soon  gnaw?d 
the  ropes  asunder  and  set  the  lion  free." 

2.  Picture  Lesson.— Have  each  pupil  make  a  drawing,  even  if  ever  so 
crude,  to  represent  some  incident  in  this  story.     Let  each  pupil  select  the 
incident  that  he  prefers  to  picture.     Afterward  describe  the  picture  drawn, 
also  pictures  illustrating  this  story  found  in  books. 

The  following  stories  are  recommended  for  similar  exercises :  ' '  The 
Miraculous  Pitcher,"  (Hawthorne's  Wonder  Book);  "The  Ant  and  the 
Dove,"  (^sop's  Fables). 

3.  Information  Lessons.— Description  and  habits  of  lion  and  mouse. 

4.  Sentence. — Use  the  work  in  above  exercises  to  develop  the  idea  of  a 
sentence;  four  kinds  of  sentences — declarative,  interrogative,  imperative, 
exclamatory;  how  sentences  begin  and  end. 

5.  Punctuation.— Use  of  period,  interrogation  point,  and  exclamation 
point  at  the  close  of  sentences. 

6.  Margins.— What  a  margin  is;  width  of  margin  to  be  left  at  the  top, 
left  side,  right  side,  and  bottom  of  a  printed  sheet. 

7.  Word  Study.— Correct  use  of  teach  and  learn. 


LANGUAGE-THIRD  YEAR.  27 

SECOND  MONTH. 

1.  Reproduction  Story.— Fable  of  "The  Shepherd  Boy  and  the  Wolf." 

THE   SHEPHERD  BOY  AND  THE  WOLF. 

"A  mischievous  lad,  who  was  set  to  mind  some  sheep,  used,  in  jest, 
to  cry  'Wolf!  Wolf!'  When  the  people  at  work  in  the  neighboring  fields 
came  running  to  the  spot  he  would  laugh  at  them  for  their  pains.  One 
day  the  wolf  came  in  reality,  and  the  boy,  this  time,  called  'Wolf!  Wolf!' 
in  earnest;  but  the  men,  having  been  so  often  deceived,  disregarded  his 
cries,  and  the  sheep  were  left  at  the  mercy  of  the  wolf." 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  "The 
Golden  Touch,"  (Hawthorne's  Wonder  Book);  "The  Boy  and  the  Fil- 
berts," (^3sop) ;  "  The  Golden-Rod  and  Aster,"  (Cooke's  Nature  Myths). 

3.  Imforrnation  Lessons.— Description  and  habits  of  the  wolf  and  sheep. 

4.  Noun.— Use   the  work   in  above  exercises  to  teach  and  illustrate 
what  a  noun  is;  distinguish  between  common  and  proper  nouns  so  as  to 
know  when  to  begin  a  noun  with  a  capital  letter;    make  a  list  of  nouns 
from  the  reader  and  learn  to  spell  their  plurals. 

5.  Punctuation.— Correct  use  of  the  comma  in  writing  the  name  of  a 
place  and  a  date  as  they  should  appear  at  the  head  of  a  letter. 

6.  Paragraphing. — What  a  paragraph  is;  reason  for  dividing  composi- 
tion into  paragraphs;  how  far  to  indent  the  first  line  of  a  paragraph. 

7.  Word  Study.—  Correct  uses  of  guess  and  think. 

THIRD  MONTH. 

1.  Reproduction  Story. — Fable  of  "The  Dog  and  His  Shadow." 

THE   DOG   AND   HIS    SHADOW. 

"A  dog,  bearing  in  his  mouth  a  piece  of  meat  that  he  had  stolen,  was 
crossing  a  smooth  stream  by  means  of  a  plank.  Looking  in,  he  saw  what 
he  took  to  be  another  dog  carrying  another  piece  of  meat.  Snapping 
greedily  to  get  this  as  well,  he  let  go  the  meat  that  he  had,  and  lost  it  in 
the  stream." 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  "The 
Paradise  of  Children,"  (Hawthorne's  Wonder  Book) ;  "  The  First  Thanks- 
giving," (The  Story  Hour  by  Kate  Douglas  Wiggin). 

3.  Information  Lessons.—  Description   and  habits   of  the  dog.     Coal — 
what  it  is;  where  and  how  obtained;  its  uses. 

4.  Verb. — Use  the  work  in  above  exercises  to  teach  what  a  verb  is; 
subject  and  predicate  of  a  sentence;  change  of  form  of  verb  to  agree  with 
subject;   forms  of  the  verb  and  their  correct  use. 

5.  Punctuation. — Use  of  the  hyphen  when  a  word  is  divided  at  the  end 
of  a  line;  words  should  be  divided  between  syllables;  use  of  the  hyphen 
in  certain  compound  words. 

6.  Plurals. — Make  a  list  of  nouns  ending  in y  and  write  their  plurals, 
and  deduce  a  rule  therefrom. 

7.  Word  Study. — Correct  use  of  sit  and  set. 

FOURTH  MONTH. 
1.  Reproduction  Story. — Fable  of  "The  Hare  and  the  Tortoise." 


28  LANGUAGE— THIRD  YEAR. 

THE   HARE   AND   THE   TORTOISE. 

"The  hare,  one  day,  laughing  at  the  tortoise  for  his  slowness  and 
general  unwieldiness,  was  challenged  by  the  latter  to  run  a  race.  The 
nare,  looking  on  the  whole  affair  as  a  great  joke,  consented,  and  the  fox 
was  selected  to  act  as  umpire  and  hold  the  stakes.  The  rivals  started, 
and  the  hare,  of  course,  soon  left  the  tortoise  far  behind.  Having  come 
midway  to  the  goal,  she  beg  n  to  play  about,  nibble  the  young  herbage, 
and  amuse  herself  in  many  ways.  Tne  day  being  warm,  she  even  thought 
she  would  take  a  little  nap  in  a  ,ihady  spot,  as,  if  the  tortoise  should  pass 
her  while  she  slept,  she  could  easily  overtake  him  again  before  he  reached 
the  end.  The  tortoise  meanwhile  plodded  on,  unwavering  and  unresting, 
straight  toward  the  goal.  The  hare,  having  overslept  herself,  started  up 
from  her  nap,  and  was  surprised  to  find  that  the  tortoise  was  nowhere  in 
sight.  Off  she  went  at  full  speed,  but  on  reaching  the  winning-post  found 
that  the  tortoise  was  already  there,  waiting  for  her  arrival." 

2.  Picture  Lesson.— Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  "The 
Pygmies,"  (Hawthorne's  Tangle  wood  Tales);  "The  Blind  Man  and  the 
Lame  Man,"  (^Esop) ;  "Piccola,"  (The  Story  Hour  by  Wiggin). 

3.  Information  Lessons.— Description  and  habits  of  hare  and  tortoise. 

4.  Adjective.— Use   the  work   in    above   exercises   to   teach    what   an 
adjective  is;  use  of  capital  letter  in  beginning  a  proper  adjective;  compar- 
ative and  superlative  forms  of  a  list  of  adjectives  selected  from  reading 
lessons;  when  to  use  comparative  and  superlative  forms. 

5.  Punctuation. — Correct  use  of  the  comma  in  writing  an  address  as 
it  should  appear  on  an  envelope. 

6.  Plurals. — Make  a  list  of  nouns  ending  in  f  and  fe  and  writ£  their 
plurals.     Deduce  rule. 

7.  Word  Study. — Correct  use  of  a  and  an,  this  and  that,  these  and  those. 

FIFTH  MONTH. 

1.  Reproduction  Story. — Fable  of  "The 'Wind  and  the  Sun." 

THE   WIND   AND   THE   SUN. 

"A  dispute  arose  between  the  north  wind  and  the  sun  as  to  which  was 
the  stronger  of  the  two.  Seeing  a  traveler  on  his  way,  they  agreed  to  try 
which  could  the  sooner  get  his  cloak  off  him.  The  north  wind  began,  and 
sent  a  furious  blast,  which,  at  the  onset,  nearly  tore  the  cloak  from  its 
fastenings;  but  the  traveler,  seizing  the  garment  with  a  firm  grip,  held  it 
round  his  body  so  tightly  that  Boreas  spent  his  remaining  force  in  vain. 
The  sun,  dispelling  the  clouds  that  had  gathered,  then  darted  his  most 
sultry  beams  on  the  traveler's  head.  Growing  faint  with  the  heat,  the  man 
flung  off  his  cloak  and  ran  for  protection  to  the  nearest  shade." 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises :  ' '  The 
Three  Golden  Apples,"  (Hawthorne's  Wonder  Book) ;  "Balder,"  (Cooke's 
Nature  Myths). 

3.  Information  Lessons. — Interesting  facts  about  the  sun  and  the  moon. 

4.  Adverb. — Use  the  work  in  above  exercises  to  teach  and  illustrate 
wrhat  an  adverb  is;  location  of  adverb  in  a  sentence;  distinguish  between 
use  of  adverbs  and  adjectives  after  such  words  as  look,  seem,  feel,  appear, 
smell,  and  taste. 


LANGUAGE-THIRD  YEAR.  29 

5.  Punctuation. — Use  of  comma  to  .separate  name  of  a  person  addressed 
from  rest  of  the  sentence. 

6.  Plurals. — Make  a  list  of  nouns  ending  in  o  and  spell  their  plurals. 

7.  Word  Study. — Correct  use  of  real,  awful,  and  very. 

SIXTH  MONTH. 

1.  Reproduction  Story. — Fable  of  "The  Thirsty  Crow  and  the  Pitcher." 

THE  THIRSTY  CROW   AND  THE   PITCHER. 

"  A  crow,  ready  to  die  with  thirst,  flew  with  joy  to  a  pitcher,  hopingto 
find  some  water  in  it.  He  found  some  there,  to  be  sure,  but  only  a  small 
quantity  at  the  bottom,  which  he  was  quite  unable  to  reach.  He  then 
tried  to  overturn  the  pitcher,  but  it  was  too  heavy.  So  he  gathered  up 
some  pebbles,  with  which  the  ground  near  was  covered,  and,  taking  them 
one  by  one  in  his  beak,  dropped  them  into  the  pitcher.  By  this  means  the 
water  gradually  reached  the  top,  and  he  was  able  to  drink  at  his  ease." 

2.  Picture  Lesson. — Have  each  pupil  draw  a  picture  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  "Phrixus 
and  Helle,"  (Cox's  Tales  of  Ancient  Greece);  "George  Washington," 
(The  Story  Hour);  Stories  of  Lincoln,  Longfellow,  and  Lowell. 

3.  Information  Lessons.— Description  and  habits  of  the  crow.     Manufac- 
ture of  porcelain  or  China  ware;  also  of  tile  and  brick. 

4.  Pronoun. — Use  the  work  of  above  exercises  to  teach  and  illustrate 
what  a  pronoun  is ;  when  to  use  a  pronoun ;  list  of  personal  pronouns  and 
their  use  as  subjects,   objects,  and  in  predicate;  relative  position  of  per- 
sonal pronouns  when  two  or  more  of  them  are  used  in  a  series;  correct  use 
of  who,  which,  that,  and  what;  I,  always  capital. 

5.  Punctuation. — Correct  use  of  the  comma  in  the  subscription  of  a 
letter. 

6.  Plurals. — List  the  nouns  in  common  use  that  form  their  plurals 
irregularly,  and  learn  their  plurals. 

7.  Word  Study. — Correct  use  of  carry,  bring,  and  fetch. 

SEVENTH  MONTH. 

1.  Reproduction  Story. — Fable  of  "The  Dog  in  the  Manger." 

THE  DOG  IN  THE  MANGER. 

"  A  dog  was  lying  in  a  manger  full  of  hay.  An  ox,  being  hungry, 
came  near  and  was  going  to  eat  of  the  hay.  The  dog,  getting  up  and 
snarling  at  him,  would  not  let  him  touch  it.  '  Surly  creature,'  said  the  ox, 
'  you  cannot  eat  the  hay  yourself,  and  yet  you  will  let  no  one  else  have 
any. '  ' 

2.  Picture  Lesson.— Have  each  pupil  draw  a  picture  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  "The 
Golden  Fleece,"  (Hawthorne's  Tanglewood  Tales);  "Apollo  and  Hya- 
cinthus,"  (Bulfinch's  Age  of  Fable);  "Iris  Bridge,"  (Cooke's  Nature 
Myths). 

3.  Information  Lessons.— Interesting  facts  about  the  whale. 

4.  Preposition.—  LTse  the  work  of  above  exercises  to  teach  and  illustrate 
what  a  preposition  is;  ordinarily  a  sentence  should  not  end  with  a  prepo- 
sition; make  a  list  of  common  prepositions  and  use  correctly  in  sentences. 

5.  Punctuation. — Use  of  period  in  writing  initials  and  abbreviations. 


30  ARITHMETIC-THIRD  YEAR. 

6.  Abbreviations. — What   an    abbreviation   is;    when    proper    to   use 
abbreviations ;  abbreviations  for  names  of  the  months ;  a  list  of  abbrevia- 
tions in  common  use;  what  an  initial  is  and  how  written. 

7.  Word  Study. — Correct  use  of  in  and  into. 

EIGHTH  MONTH. 

1.  Reproduction  Story.— Fable  of  "The  Wolf  in  Sheep's  Clothing." 

THE  WOLF  IN  SHEEP'S  CLOTHING. 

"  A  wolf,  wrapping  himself  in  the  skin  of  a  sheep,  by  that  means  got 
admission  into  a  sheepfold,  where  he  devoured  several  of  the  young  lambs. 
The  shepherd,  however,  soon  found  him  out  and  hung  him  up  to  a  tree, 
still  in  his  assumed  disguise.  Some  other  shepherds,  passing  that  way, 
thought  it  was  a  sheep  hanging,  and  cried  to  their  friend,  ''What,  brother! 
is  that  the  way  you  serve  sheep  in  this  part  of  the  country?'  '  No,  friends,' 
cried  he,  giving  at  the  same  time  the  carcass  a  swing  round,  so  that  they 
might  see  what  it  was;  'but  it  is  the  way  to  serve  wolves,  even  though 
they  be  dressed  in  sheep's  clothing.'  ' 

2.  Picture  Lesson. — Have  each  pupil  draw  a  picture  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  "The 
Pomegranate  Seeds,"  (Tanglewood  Tales);  "Latona  and  the  Rustics," 
(Bulfinch's  Age  of  Fable). 

3.  Information  Lessons. — The  production  and  uses  of  wool. 

4.  Conjunction  and  Interjection. — Use  the  work  of  the  above  exercises 
to  teach  what  a  conjunction  is;  when  to  omit  a  conjunction  and  what  takes 
its  place;  a  list  of  the  most  common  conjunctions  and  their  correct  use  in 
sentences;  what  an  interjection  is;  use  of  comma  and  exclamation  point 
after  an  interjection;  when  to  use  O  and  when  to  use  oh;  a  list  of  common 
interjections  and  their  meanings. 

5.  Punctuation. — Learn  use  of  the  semicolon  by  observing  its  use  in 
the  reader. 

6.  Marks  of  Correction.—  Use  of  the  caret;  the  dele;  changing  small  let- 
ters to  capitals;  changing  capitals  to  small  letters;  the  paragraph. 

7.  Word  Stu dy.— Correct  use  of  like  and  lore. 


ARITHMETIC. 

The  work  of  the  year  includes  the  mastery  of  addition  and  subtraction, 
multiplication,  division,  and  partition  to  100,  and  the  measurement  of 
perimeters  and  areas.  Frequent  exercises  with  the  groups  of  fractions  |, 
i,  i,  TS;—  i,  I,  i,  i,  A ; — \,  i,  TO,  should  be  kept  up  during  the  year.  The 
class  should  take  up  some  good  primary  text-book.  There  will  be  needed 
a  tape  line,  a  half-dozen  yardsticks,  200  inch-squares  of  cardboard,  strips 
of  cardboard  marked  off  into  inch  squares,  a  box  of  No.  8  rubber  bands, 
and  2000  wood  toothpicks  bundled  into  tens  and  hundreds. 

New  topics  or  new  processes  should  be  taught  orally,  usually  with 
objects;  concrete  problems  should  follow  touching  the  child's  experiences 
and  interests.  An  abstract  problem  is  useful  for  drill,  if  the  pupil  can 
give  a  "number  story"  to  fit  it.  See  that  the  signs  X  and  -s-  are  under- 
Stood,  thus:  |X6c  (read  four-thirds  of  six  cents)  means  four  times  one 


ARITHMETIC-THIRD  YEAR. 


31 


third  of  six  cents.  6c  X  4|  (read  six  cents  multiplied  by  four  and  two 
thirds)  means  four  times  6  cents  plus  two  thirds  of  six  cents.  6  in. -5- 2  in. 
(read  six  inches  divided  by  two  inches)  means  six  inches  divided  into 
twos  of  inches.  6  in.-^2  means  one  half  of  six  inches.  This  distinction 
must  be  clearly  seen.  It  is  better  to  call  the  first  type  measurement,  the 
second  partition;  either  is  division. 

FIRST  MONTH. 

Teach  with  bundled  splints  reading  and  writing  numbers  to  100. 

Subtract  by  endings,  thus: 


Review  addition  facts  to  12  and  add  by 
endings  to  100,  thus: 

9        19        29        39        49 
33333 


11 

3 


21 
3 


31 
3 


18        28 


12        22        32        42        52 
Add  by  10's  to  100.     Multiplication  table  of  10's.     Question  on  dollars, 
dimes,   cents.     Add  by  5's  to  50.     Multiplication  table  of  5's.     Arrange 
5-inch  strips  or  rows  of  dots 


to  bring  out  the  facts  of  the  table.     Drill  upon  the  table  in  all  its  forms: 
3  5's  =  15.  5X3  =  15.  15^-5  =  3.  i  of  15  =  3. 

SECOND  MONTH. 
Add  mixed  numbers        25J  21f  37£ 


Teach  the  term  perimeter  and  find,  by  measuring  to  the  eighth  of  an  inch 
and  adding,  perimeter  of  tablet  page,  desk-top,  etc. 

Review  addition  and  subtraction  table  to  16  and  add  by  endings  to  100. 
Subtraction  —  with  minuend  ending  in  3,  4,  5,  thus:     13      23      14      24 
Add  by  2's  and  4's  to  50,   and  develop  table  of  2's      6        6        8        9 
and  4's  as  in  last  month.    Reduce  bushels  to  pecks, 

pecks  to  bushels,   gallons  to  quarts,  integers  to  halves,  fourths,  fifths, 
tenths.     Subtraction  of  mixed  numbers. 

THIRD  MONTH. 

Review  addition  and  subtraction  to  20  and  add  by  endings  to  100. 
Subtraction  —  with  minuend  ending  in  6,  7,  8.  Adding  by  3's  to  50.  Devel- 
op table  of  3's.  Yard-foot  problems.  Oral  two-step  problems;  as,  "Cost 
of  8  barrels  of  flour,  if  5  barrels  cost  20  dollars?  "  What  is  f  of  35  ?  Reduce 
halves,  thirds,  fourths,  fifths  to  integers.  Illustrate  fraction  work  with 
divided  paper  circles. 

FOURTH    MONTH. 

Add  mixed  columns  to  100.  Frequent  oral  exercises  in  adding  num- 
bers as  dictated.  Subtraction  —  with  minuend  ending  in  9,  0.  Explain 
thermometer  and  find  difference  between  various  readings.  Multiply 
two-place  numbers  bv  integers  22  321  26^ 

434" 


32  PHYSIOLOGY— THIRD  AND  FOURTH  YEARS. 

FIFTH  MONTH. 

Continued  drill  in  addition,  including  mixed  numbers  and  fractions  of 
the  groups  studied.  Add  by  8's  to  80  and  table  of  8's.  Dry  meas'ure. 
Teach  with  actual  measures.  Subtraction, — three-place  numbers.  Teach 
changes  in  minuend  with  bundled  sticks.  Simple  divisions:  2)64,  3)96, 
etc.  Teach  with  bundled  splints  reading  and  writing  numbers  to  1000. 
Writing  numbers  to  10000. 

SIXTH  MONTH. 

Continued  practice  in  addition  and  subtraction.  Material  for  subtrac- 
tion problems  may  be  found  in  dates  of  men  and  events,  studied  during 
month,  distances  to  cities  of  which  the  children  have  heard  (R.  R.  Guide), 
populations  of  neighboring  villages,  townships,  counties,  and  especially 
in  measurements  made  by  class.  Multiplication, — table  of  9's — three- 
place  or  four-place  numbers.  Measure  tablet  page,  window  pane,  etc., 
and  teach  how  to  compute  areas  by  dividing  rectangle  into  rows  of  unit 
squares.  Addition  of  U.  S.  money. 

SEVENTH  MONTH. 

Continued  drill  in  addition,  subtraction,  multiplication.  Table  of  7's. 
Problems  in  weeks  and  days.  Divide  (measurement)  numbers  20 — 30  by 
divisors  2—10,  and  require  corresponding  concrete  problems. 

30  H-  2  =  15.  In  30  pints  there  are  -  -  quarts. 

30  -r-  3  =  10.  In  30  feet  there  are  -  -  yards. 

30  -=-  4  =  1\.  In  30  pecks  there  are  —  —  bushels. 

30  -H  5  =  6.  In  30  cents  there  are  —  —  nickels. 

30  -s-  6  =  5.  In  30  sixths  there  are  —  —  ones. 

30  -5-  7  =  4|.  In  30  days  there  are  —  —  weeks. 
Division  of  three-place  numbers  by  2,  3. 

EIGHTH  MONTH. 

Divide  31 — 40  as  in  last  month.  Teach  forms  of  merchants'  bills.  Buy 
common  articles  and  compute  cost.  Teach  the  divisions  of  the  dial,  and 
halves,  thirds,  fourths  of  60.  Table  of  Time  Measure.  Divide  integers  by 
fractions,  by  reducing  to  same  unit;  as,  "6  days  is  how  many  times  f  of 
a  day?  " 


PHYSIOLOGY.— Third  and  Fourth  Years. 

FIRST  MONTH. 

How  to  Eat.— Chew  food  well.  Eat  slowly.  Do  not  eat  too  often. 
Do  not  eat  or  drink  too  much.  Food  and  drink  should  not  be  too  cold  or 
too  hot;  as  hot  tea  or  coffee,  ice  cream,  ice  water.  Avoid  green  fruit. 
Explain  why  it  is  injurious.  Name  some  results  of  indigestion. 

Test  eyes  of  pupils  by  placing  objects  at  different  distances  before 
children.  Test  ears  by  placing  watch  at  different  distances.  If  any  are 
found  with  defective  eyes  or  ears,  seat  them  where  they  can  hear  and 
see  to  the  best  advantage. 


PHYSIOLOGY— THIRD  AND  FOURTH  YEARS.  33 

SECOND  MONTH. 

Cleanliness. — Teach  cleanliness  in  dress  and  person.  Necessity  of 
general  bathing-.  When  to  bathe. 

Exercise.— Necessity  for.  Not  too  long  or  too  violent,  as  jumping 
rope,  running,  etc.  Avoid  sitting  or  lying  on  damp  ground  or  in  a  draft, 
especially  after  violent  exercise.  Sit,  stand,  and  walk  erect. 

Caution.— Keep  feet  warm  and  dry.  Necessity  for  extra  clothing 
when  exposed  to  cold  or  dampness. 

THIRD  MONTH. 

Parts  of  Body.— Learn  principal  parts  of  body;  as,  skin,  muscle, 
bone,  head,  neck,  trunk,  arms,  legs,  throat,  nape,  waist,  elbow,  wrist, 
ankle,  instep,  etc.  Flesh  may  be  divided  into  lean  and  fat.  Use  of  each. 
How  life  is  sustained  in  hibernation. 

Food. — Simple  explanation  of  necessity  for  food  and  drink.  Drink 
but  little  while  eating.  Give  reasons.  Water,  the  natural  drink  of  all 
animals.  Mind  affected  by  use  of  alcohol. 

Caution. — As  far  as  possible  keep  bones  in  proper  position.     Avoid 

late  hours. 

FOURTH  MONTH. 

Circulation. — Heart  forces  blood  to  all  parts  of  body.  Trace  course 
of  blood  through  body.  Uses  of  arteries,  capillaries,  and  veins.  Explain 
difference  between  arteries  and  veins.  How  distinguish  between  flow  of 
venous  and  of  arterial  blood.  How  alcohol  gets  into  the  blood.  How  to 
apply  bandages  to  stop  bleeding. 

FIFTH  MONTH. 

Digestion. — Simple  explanation  of  digestion  and  absorption.  How 
does  blood  carry  nutriment  to  all  parts  of  body. 

Tobacco.— History  and  composition  of  tobacco.  Use  is  filthy,  expen- 
sive, and  an  unnatural  habit.  Cigarettes  made  of  what.  Note  the  distress 
of  digestive  organs  attending  first  experience  in  chewing  or  smoking. 
Cost  of  alcohol  and  tobacco. 

SIXTH  MONTH. 

Care  of  Body. — Cultivate  graceful  movements.  Care  of  hair,  nails, 
hands,  face,  etc.  Keep  teeth  clean.  Avoid  cracking  nuts  with  teeth.  Do 
not  use  metallic  toothpicks.  Necessity  of  bones  as  framework  of  body. 

Caution.— Always  breathe  with  mouth  closed,  especially  in  winter. 
Open  mouth  indication  of  stupidity.  Put  on  extra  clothing  when  exposed 
to  cold  and  dampness. 

SEVENTH  MONTH. 

Five  Senses.— Teach  the  five  senses,  their  uses,  and  improvement. 
Teach  also  voluntary  and  involuntary  muscles.  Habits  and  thoughts  are 
shown  in  the  face. 

EIGHTH  MONTH. 

Muscles  and  Joints. — What  muscle  is.  Have  class  examine  muscle 
of  beef,  pork,  chicken,  etc.  Show  how  the  body  is  moved  by  muscles. 
Have  pupils  examine  tendons,  ligaments,  and  cartilage.  Explain  use  of 
each.  Have  pupils  examine  different  kinds  of  joints.  Explain  use  of 
each. 


34  READING— FOURTH  YEAR. 

FOURTH  YEAR. 


TEXT-BOOKS. — Third   Reader,    Language   Book,    Elementary  Arithmetic, 

Primer  of  Physiology. 

READING.  —  Another    third    reader    com-  WRITING.— See  sixth  year. 

pleted.  PHYSIOLOGY  AND  HYGIENE.  —  See  third 
SPELLING.— See  third  y.ear.  year. 

LANGUAGE. —Composition,    punctuation,  GEOGRAPHY.— Oral  geography. 

and  parts  of  speech.  GENERAL  EXERCISES.— Music,   Drawing, 
ARITHMETIC.— Elementary  arithmetic.  Morals  and  Manners. 


BEADING. 

Another  third  reader  finished  and  reviewed.  The  general  observations 
made  in  the  previous  year  apply  here.  The  lessons  should  be  short  and 
thoroughly  mastered.  Reviews  should  be  frequent.  Accent,  emphasis, 
and  inflection  are  prominent  topics  in  this  grade.  The  pupil  should  be 
encouraged  to  obtain  a  dictionary.  From  six  to  ten  words  should  be 
selected  for  each  recitation,  looked  up,  the  diacritical  marks,  and  pronun- 
ciation learned.  Learn  meaning  of  words  from  their  use  in  sentences  in 
the  text.  Primitive  and  also  derivative  words  should  be  selected.  Mem- 
ory gems  should  be  learned.  The  class  should  write  out  the  leading 
thoughts  of  a  selection.  The  teacher  should  use  care  in  these  exercises. 

Supplementary  Reading. — Each  pupil  of  this  grade  should  read  at 
home  at  least  one  book  a  month.  The  following  are  recommended  both 
for  home  reading  and  for  supplementary  work  in  school:  Stickney's 
Hans  Andersen's  Fairy  Tales,  First  Series,  (Ginn  &  Co.);  Hawthorne's 
Wonder  Book,  (Houghton,  Mifflin  &  Co.);  Hawthorne's  Tanglewood 
Tales,  (Houghton,  Mifflin  &  Co.);  Six  Stories  from  Arabian  Nights,  (Geo. 
A.  Smith,  Boston);  Francillon's  Gods  and  Heroes,  (Ginn  &  Co.);  Cook's 
Story  of  Ulysses,  (Public  School  Publishing  Co.);  Kingsley's  Water 
Babies,  (Ginn  &  Co.-);  Eggleston's  Stories  of  Great  Americans  for  Little 
Americans,  (American  Book  Co.);  Baldwin's  Old  Stories  of  the  East, 
(American  Book  Co.). 

LANGUAGE. 

To  the  Teacher.— Read  what  is  said  at  the  head  of  Language  for 
third  year,  as  the  suggestions  there  given  apply  to  the  work  of  this  year. 
It  will  be  observed  that  the  work  of  the  third  year  is  based  principally  on 
^Esop's  Fables  and  that  of  the  fourth  year  on  the  story  of  Robinson 
Crusoe.  In  his  Language  Lessons,  recently  published  (Werner  School 
Book  Co.),  and  from  which  valuable  suggestions  for  the  work  here  have 
been  obtained,  Prof.  Chas.  DeGarmb  says  of  this  story: 

"  The  story  of  Robinson  Crusoe  is  more  than  a  mere  narrative  of  adventures.  That 
which  makes  the  book  a  classic  is  that  it  presents  in  concrete  form  the  economic  history 
of  mankind.  The  struggle  of  the  race  from  crude  productions  of  barbarism  up  to  the 
present,  with  its  great  power  over  nature,  is  here  typically  represented." 

A  synopsis  of  the  part  of  the  story  to  be  used  each  month  is  inserted, 
but  this  is  necessarily  brief  and  omits  many  of  the  details  of  the  story. 
There  are  many  editions  of  Robinson  Crusoe  and  the  narratives  vary  in 
some  particulars.  There  are  several  abridged  school  editions  written  in 
simple  language.  Every  school  library  should  possess  one  or  more  of 


LANGUAGE-FOURTH  YEAR.  35 

these,  also  one  complete  edition.  The  division  of  the  story  into  months, 
as  here  given,  is  suggestive  only.  Persons  having  Mrs.  McMurry's 
Teachers'  Edition  of  Robinson  Crusoe  (Public  School  Publishing  Co.), 
should  not  fail  to  read  in  the  appendix  "The  Educational  Value  of  Robin- 
son Crusoe"  by  Prof.  F.  M.  McMurry,  and  "Methods  of  Teaching" 
Robinson  Crusoe,"  by  Prof.  C.  C.  Van  Liew. 

Alternation.— Read  what  is  said  about  this  work  alternating  with  that  of  the  third 
year  and  take  fourth  year  language  during  the  school  year  of  1898-9,  and  each  alternate 
year  thereafter. 

FIRST  MONTH. 

1.  Story. — Robinson  Crusoe  begun. 

Boyhood  of  Robinson  Crusoe.— Lived  in  great  city  by  sea.  Parents  kind— wanted 
Robinson  to  go  to  school  to  be  a  useful  man.  Boy  lazy.  Watches  ships  load  and  unload 
cargoes.  Longs  to  sail  to  strange  lands.  Father  wants  his  son  to  prepare  to  be  a  mer- 
chant—talk about  bad  habits.  Asks  mother  to  let  go  on  one  voyage— cannot  consent  to 
give  up  her  only  child.  Meets  a  friend  ready  to  sail  and  goes  with  him.  Voyage  and 
Shipwreck.— Big  ship— sailing  out  of  harbor— last  view  ofhome.  Great  ocean— strong 
wind— afraid — seasick.  Terriole  storm.— waves  break  over  ship.  Ship  strikes  rock- 
leak.  Small  boat— all  jump  in— great  wave  upsets  boat.  Men  drown.  Robinson  crings- 
to  rock— sees  land— waves  retreat— struggles  to  shore.  On  Land.— Wet— no  change  of 
clothes— hat  washed  away— hungry  and  thirsty— without  food  and  drink.  (Why  not 
drink  sea  water?)  Alone.  Afraid  of  wild  animals— no  gun.  Night— no  place  to  sleep- 
thinks  of  birds— sleeps  in  tree.  Morning — finds  spring.  Climbs  hill— water  all  around— 
despair.  Sees  wrecked  ship. 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing,  even  if  ever  so 
crude,  to  represent  some  incident  in  above  story.     Let  each  pupil  select 
the  incident  that  he  prefers  to  picture.     Afterward  describe  the  picture 
drawn,  also  pictures  illustrating  this  story  found  in  books. 

The  following  from  the  Stories  of  Ulysses  are  recommended  for  similar 
exercises:  Ulysses  Ploughing  the  Sand.  The  Wooden  Horse.  The 
Lotus  Blossoms. 

3.  Information   Lessons. — Interesting   facts    about   products    brought 
here  from  other  lands.     Compare  sailing  ships  of  time  of  Robinson  Crusoe 
with  ocean  steamers  of  to-day. 

4.  Sentence. — Use  the  work  of  above  exercises  to  study  or  review  the 
sentence  as  outlined  in  first  month's  work  of  third  year. 

5.  Punctuation. — Use  of  quotation  marks;   when  a  quotation  should 
begin  with  a  capital  letter;  use  of  single  quotation  marks. 

6.  Stanza. — What  a  stanza  of  poetry  is;  indentation  of  certain  lines  of 
some  stanzas;  begin  every  line  of  poetry  with  a  capital  letter. 

7.  Word  Study. — Correct  use  of  stop  and  stay. 

SECOND  MONTH. 

1.  Story. — Robinson  Crusoe  continued. 

Goes  to  Ship.— Water  shallow— wades  and  swims— climbs  rope.  Dog  barks — both 
glad.  Finds  food.  Makes  raft— loads  it— biscuit,  flint,  tinder,  tools,  guns,  powder,  shot, 
clothing.  Starts  with  raft— dog  follows— landing.  Night— sleeps  in  tree— dog  at  foot. 
Goes  to  ship  again.  Gets  nails,  auger,  grindstone,  bedding,  two  cats.  Need  of  shelter- 
puts  up  tent.  Third  trip  finds  pair  of  scissors,  several  knives,  and  a  bag  of  gold.  Money 
of  no  use.  (Why?)  Reaches  shore— storm— wrecked  ship  washed  away.  Thankful  to- 
get  so  many  useful  things  from  ship.  New  ffome.—Tent  on  low  wet  ground.  Finds  high 
level  place  at  side  of  steep  wall  of  rock— small  cave  in  rock.  Moves  tent  and  goods — 
hard  work.  Protection  needed— builds  fence— sharpened  stakes— ship  cable.  No  gate — 
ladder.  Tent  leaks— builds  cabin— poles,  grass,  leaves,  mud,  wood,  sail.  Makes  cave 
larger— poor  tools— hard  work.  Storm— lightning— fear  of  losing  powder.  Shakes  dust 
out  of  grain  sacks— fills  with  powder— puts  in  holes  in  rocks.  Goes  out  with  gun— =ees 
goats — shoots  goat— little  kid  left— sorry.  Record  of  Time.— Puts  up  post— cuts  date— 
cuts  notch  each  day— seventh  notch  longer.  Makes  sundial— regular  habits.  Looks  in 
box  brought  from  ship— finds  pens,  paper,  ink,  Bible.  Saving  of  ink.  Writes  on  paper 
oi  "  Evil."  "  Good."  and  is  thankful. 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 


36  LANGUAGE— FOURTH  YEAR. 

incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 
The  following  stories    are   recommended  for  similar  exercises:     The 
One-eyed  Giant.    ^Eolus  and  the  Bag  of  Wind. 

3.  Information  Lessons. — Interesting  facts  about  timepieces;   as,  sun- 
•dials,  hour  glasses,  clocks,  watches.     Interesting  facts  about  houses  built 
by  different  nations  and  at  various  times  in  the  world's  history. 

4.  Noun. — Use  the  work  of  above  exercises  to  study  or  review  the 
-noun  as  given  in  second  month  of  third  year. 

5.  Punctuation.— Use  of  the  apostrophe  in  writing  the  possessive  form 
•of  the  noun. 

6.  Possessives. — Make  a  list  of  nouns  from  the  reader  which  are  the 
-names   of  animate    objects,    write    their   possessive  singular  forms  and 
use  correctly  in  sentences;  ditto,  their  possessive  plurals;  what  about  the 
use  of  the  possessive  form  of  names  of  inanimate  objects  ? 

7.  Word  Study. — Correct  use  of  funny,  strange,  and  odd. 

THIRD  MONTH. 

1.  Story.— Robinson  Crusoe  continued. 

What  Robinson  Makes.— Chair,  table,  shelves.  Making  boards  from  trees.  Lamp 
—tallow  from  goat— clay  dish — wick.  Useful  Plants.— One  day  sees  plants  coming  up 
-near  house— heads  of  barley— how  came  here-remembers  shaking  grain  sacks.  Later 
finds  a  few  rice  plants.  Tends  carefully  saves  every  grain  for  seed.  Earthquake.— 
Working  in  cave— dreadful  noise -earth  trembles -flees.  Rocks  fall  in  cave- hard  work 
— long  time.  Thankful  not  killed.  Tools  dull— no  one  to  turn  grindstone  invents 
•treadle.  Robinson  Sick.— Out  hunting — day  warm— cold  rain.  Returns  to  cabin— chilly 
— fever — headache.  Gets  worse  daily-  intense  thirst — no  water  in  cabin.  Thinks  of 
parents— regrets  conduct— sleeps— dreams  of  home.  Grows  worse -becomes  insensible. 
Awakes— better— very  weak.  Dog  rejoices— almost  starved. 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  Circe's 
Palace,  The  Sirens. 

3.  Information    Lessons.  —  Interesting  facts  about   rice,    barley,    and 
•other  food  plants.     Earthquakes. 

4.  Verb. — Use  the  work  of  the  above  exercises  to  study  or  review  the 
verb  as  given  in  third  month  of  third  year. 

5.  Punctuation. — Use  of  comma  when  words  are  repeated  for  emphasis. 

6.  Irregular  Verbs. — Make  a  list  of  about  fifty  of  the  most  common 
irregular  verbs  and  have  pupils  learn  to  spell  their  principal  parts  and  use 
"the  same  correctly  in  sentences. 

7.  Word  Study. — Correct  use  of  lie  (to  recline)  and  lay. 

FOURTH  MONTH. 
1.  Story.— Robinson  Crusoe  continued. 

Explores  Island.— In  July  goes  up  creek -meadows— thick  woods— melons  grapes 
(raisins)— cocoa  trees -oranges— lemons.  Bower.  Rainy  season  makes  baskets.  Longer 
"trip  on  island  birds-flowers— parrot— turtles.  Stake  for  landmark  lost  in  woods.  Dog 
catches  kid -tames— milk.  Garden.— No  plow— no  spade— makes  wooden  spade— bough 
of  tree  for  harrow.  Two  seasons— two  harvests.  Fences  garden  from  wild  goats  and 
bares.  Birds— scarecrow.  Harvests  grain  with  sword— hulls  with  hands.  Needs  mill 
—mortar— pestle— sieve.  Need  of  jars  and  plates— makes  from  clay.  Manner  of  baking 
bread.  Makes  a  Boat—  Wants  to  go  to  other  land— around  island.  Cuts  large  tree— boat 
large  enough  for  twenty  men— cannot  get  to  water- time  and  labor  lost.  Becomes  a 
Tailor.— Clothes  old  and  ragged.  How  to  get  new  clothes-money  of  no  use.  Skins  of 
goats— jacket- leggins— cap— umbrella.  Makes  Smaller  Canoe.-  Large  boat  reminder  to 
be  wiser.  Selects  smaller  tree  and  nearer  water.  Mast— sail.  Starts  around  island. 
I<edge  of  rocks-sand  bar— strong  current  drives  boat  away  from  island-fear—longs  to 
"be  back  at  island  home.  Finally  struggles  to  shore— opposite  side  of  island— ties  boat— 
-old  landmark— walks  home.  Parrot  calls  name.  Thankful. 


LANGUAGE-FOURTH  YEAR.  37 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises:  The 
Dangerous  Channel.  The  Sun-God's  Cattle. 

3.  Information   Lessons. — Production    of  raisins,  cocoanuts,   oranges, 
lemons. 

4.  Adjective. — Use  the  work  of  above  exercises  to  study  or  review  the 
adjective  as  given  in  fourth  month  of  third  year. 

5.  Punctuation. — Use  of  the  dash  studied  by  observing  its  use  in  the 
reader. 

6.  Comparing  Adjectives. — Make  a  list  of  adjectives  from  the  reader 
and  learn  spelling  of  their  comparative  and  superlative  forms  and  learn  to 
use  the  same  correctly  in  sentences. 

7.  Word  Study. — Correct  use  of  each  other  and  one  another. 

FIFTH  MONTH. 

1.  Story. — Robinson  Crusoe  continued. 

Flo-cks.—  Has  one  tame  goat -wants  more- makes  traps— three  kids.  Makes  pasture 
(Why  small?).  Large  flock  of  goats— new  pastures— plenty  of  meat  and  milk.  Finally 
learns  to  make  gooa  butter  and  cheese.  Manner  of  Living.— Robinson  and  family  at 
table — dog-; cats— Poll.  Robinson's  dress— high  cap  with  flap— short  coat— open— knee 
breeches -leggins.  Belt  around  waist— hatchet.  Belt  over  shoulder— pouches.  Gun  on 
shpulder— basket  on  back.  Clumsy  umbrella.  Alarm.— Walks  on  shore  one  day— see» 
print  of  man's  naked  foot— frightened.  Goes  to  castle— cannot  sleep— remains  in  castle 
several  days.  Must  get  food— fear  gradually  wears  off.  Prepares  for  Trouble.— Another 
tight  fence— holes  for  muskets  plants  willows  in  front  of  castle.  Two  ladders.  How 
keep  flocks  from  enemies— several  pastures  far  apart — divides  flock.  Careful  not  to  fire 
gun  for  a  long  time— does  not  chop  nor  drive  nails.  Smoke  may  be  seen— makes  charcoal. 

2.  Picture  Lesson. — Have  each  pupil  make  a  drawing  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  stories  are  recommended  for  similar  exercises :  Calypso 
and  the  Raft.  The  Sea-Bird's  Gift. 

3.  Information  Lessons. — The  manufacture  of  butter.     Of  cheese.     Of 
charcoal,  and  uses  of  charcoal. 

4.  Adverb. — Use  the  work  of  above  exercises  to  study  or  review  the 
adverb  as  given  for  the  fifth  month  of  the  third  year. 

5.  Punctuation. — Use  of  the  apostrophe  in  contractions. 

6.  Contractions. — What  a  contraction  is;   when  proper  to  use  a  con- 
traction; make  a  list  of  common  contractions  and  learn  to  spell  and  use 
them. 

7.  Word  Study. — Correct  use  of  plenty  and  plentiful. 

SIXTH  MONTH. 

1.  Story. — Robinson  Crusoe  continued. 

Discovers  a  Cafe.— One  day  discovers  a  cave— enters— two  shining  eyes  in  dark- 
ness—loud groans— old  goat.  Gets  lamp— explores  cave— a  place  of  safety— brings  powder 
and  several  guns.  Savages  on  the  Island.— One  morning  after  long  time  sees  five  canoes 
on  shore— lies  still  in  castle— finally  climbs  to  top  of  hill.  Looks  through  glass— sees 
about  thirty  men  around  a  fire— two  men  dragged  from  a  boat  to  be  killed— one  killed — 
other  flees  toward  castle.  Three  savages  follow— one  goes  back — Robinson  takes  two 
guns— rushes  between  savages  and  prisoner.  Knocks  one  savage  down  with  gun— other 
savage  ready  to  shoot  arrow— Robinson  shoots  him.  Runaway  savage  frightened  -  finally 
goes  to  Robinson— throws  himself  down  and  puts  Robinson's  foot  on  his  head— Robinson 
treats  him  kindly.  Servant.— Takes  poor  savage  to  castle- feeds  him— sleeps— descrip- 
tion of  servant.  Names  servant  Friday— gives  clothes-  tent  and  bed.  Friday  from  main 
land — several  tribes  of  Indians— constantly  at  war-  feast  on  prisoners. 

2.  Picture  Lesson. — Have  each  pupil  draw  a  picture  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 


38  LANGUAGE-FOURTH  YEAR. 

The  following-  story  is  recommended  for  similar  exercises:  Ulysses 
Among  the  Phaeaces. 

3.  Information  Lessons. — Interesting  facts  about  Indians.     Cannibals. 

4.  Pronoun. — Use  the  work  of  above  exercises  to  study  or  review  the 
pronoun  as  given  in  the  sixth  month  of  the  third  year. 

5.  Punctuation. — Correct  use  of  a  comma  in  a  series. 

6.  Combining  Sentences. — Have  pupils  combine  sentences  which  will 
give  a  series  in  the  subject;   a  series  in  the  predicate;   a  series  in  the 
object;   a  series  of  adjectives;    a  series  of  adverbs;    a  series  containing 
nouns  and  pronouns,  and  note  correct  order  of  arrangement;  a  series  con- 
taining the  different  personal  pronouns,  and  note  order  of  arrangement  to 
show  preference. 

7.  Word  Study. — Correct  use  of  may  and  can,  might  and  could. 

SEVENTH  MONTH. 

1.  Story. — Robinson  Crusoe  continued. 

Robinson  a  Teacher.— Teaches  Friday  English— to  shoot  a  gun— to  plant  and  har- 
vest grain—  thatthere  is  one  God.  Friday  milks  goats— makes  butter  and  cheese.  Prepare 
for  a  Journey.— Friday  like  to  go  home  if  master  will  go.  Tells  about  seventeen  white 
men.  Make  new  boat.  Journey  delayed  by  rainy  season.  More  Trouble.— "Rainy  season 
over— getting  ready  for  journey.  One  morning  Friday  starts  to  shore  for  turtle— sees 
canoes — runs  back.  Robinson  and  Friday  get  ready  to  fight  savages.  Go  to  top  of  hill — 
use  spyglass— twenty-one  savages— two  prisoners— one  a  white  man.  Creep  through 
woods— get  near  savages.  Savages  eating  one  prisoner.  The  battle— pursue  savages — 
unbind  white  man.  Another  prisoner  in  boat— Friday's  father— the  happy  meeting. 
Giving  the  poor  prisoners  food  and  drink— getting  them  to  the  castle.  Preparing  for 
more  Guests.— Sixteen  white  men  on  mainland— Friday's  father  and  white  man  to  bring 
them  to  island.  Raising  more  barley  and  rice— big  harvest.  The  two  men  depart. 

2.  Picture  Lesson. — Have  each  pupil  draw  a  picture  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 

The  following  story  is  recommended  for  similar  exercises:  Penelope 
and  Telemachus  During  Ulysses'  Absence. 

3.  Information  Lessons. — Description  and  habits  of   the  turtle.     The 
seasons  in  different  parts  of  the  world. 

4.  Preposition. — Use  the  work  of  above  exercises  to  study  or  review 
the  preposition  as  given  in  the  seventh  month  of  the  third  year. 

5.  Punctuation. — Use  of  the  parenthesis  studied  by  observing  its  use 
in  the  reader. 

6.  Letter   Writing. — Have   pupils    copy   one   or   more   model   letters, 
taking  notice  of  the  punctuation,   capitals,  the  margin,  the  paragraphs, 
and  the  relative  position  of  the  parts  of  the  letter. 

7.  Word  Study. — Correct  use  of  between  and  among. 

EIGHTH  MONTH. 
1.  Story. — Robinson  Crusoe  concluded. 

Another  Surprise. — A  few  days  later  Friday  sees  ship.  Robinson  looks  through 
is.  English  ship— joyful  sight!  Go  down  to  boat— captain  surprised.  Robinson  tells 
is  adventures.  Many  years  longing  to  see  home  and  parents.  Captain  offers  to  take 


them  to  England.  Happy  thought  of  seeing  father  and  mother  again.  Robinson  offers  to 
let  Friday  remain  and  live  with  Spaniards  and  his  father,  or  take  boat  and  go  home. 
Prefers  to  go  with  Robinson.  Letter  left  telling  Spaniards  about  departure  to  England— 
to  send  word  to  their  countrymen— leaves  guns  and^  ammunition  for  them.  Robinson  takes 
a  few  relics  and  bag  of  gold.  Bids  farewell  to  island  home— had  lived  there  twenty-eight 
years.  Home  Again.-  The  voyage.  Everything  strange  to  Friday.  Robinson  hurries 
home  to  see  parents— meets  a  man— inquires  about  parents— father  living  mother  died  of 
sorrow  over  loss  of  boy.  Meeting  father— former  acquaintences.  Quiet  useful  life.  Ever 
thankful  to  God  for  keeping  him  through  many  dangers. 

2.  Picture  Lesson. — Have  each  pupil  draw  a  picture  to  represent  some 
incident  in  above  story.     Describe  the  picture  drawn  or  some  other  picture. 


ARITHMETIC-FOURTH  YEAR.  39 

The  following  story  is  recommended  for  similar  exercises:     Ulysses 
at  Home  Again. 

3.  Information  Lessons. — The  production    of    powder.     How  lead   is 
obtained.     The  manufacture  of  shot. 

4.  Conjunction  And  Interjection. — Use  the  work  of  above  exercises  to 
study  or  review  the  conjunction  and  the  interjection  as  given  in  the  eighth 
month  of  the  third  year. 

5.  Punctuation. — Use  of  the  colon  studied  by  observing  its  use  in  the 
reader. 

6.  Letter  Writing. — The  four  parts  of  a  letter — the  heading,  the  intro- 
duction, the  body,  the  conclusion;  how  to  fold  a  letter;  how  to  address  an 
envelope;  where  to  place  the  stamp  on  the  envelope. 

7.  Word  Study. — Correct  use  of  expect,  suspect,  suppose,  and  presume. 


ARITHMETIC. 

FIRST  MONTH. 

Teach  that  .1  is  the  decimal  notation  for  -&>.  Find  .1  of  30,  .3  of  80,  .1 
of  13,  .7  of  12,  etc.  Add  mixed  numbers  involving  tenths.  Show  that  1.4 
may  be  read  either  as  a  mixed  number  or  an  improper  fraction.  Multiply 
tenths  by  integers  and  integers  by  tenths.  Partition  of  tenths;  as,  \  of 
4.2,  or  4.2-5-6.  Division  of  tenths  by  tenths;  as,  63. 6-5-. 2.  Show  that 
integers  must  be  changed  to  tenths  before  division  in  such  problems  as 
46-5-. 2.  Continue  such  problems  through  the  year.  Teach  tables  of  ll's 
and  12's  and  reduce  feet  to  inches.  Short  division — divisor  2,  3,  4,  5. 
Numerous  concrete  problems  analyzed.  Distinguish  carefully  between 
partition  and  measurement  and  use  appropriate  form  of  analysis  for  each. 
Establish  a  type-problem  of  each  in  which  the  work  is  performed  with 
objects  and  refer  all  others  to  the  types;  as:  At  what  rate  per  hour  can  I 
travel  twenty  miles  in  four  hours?  |  ,  ,  ,  ,  J  i  i  i  i  \  i  i  i  i  !  i  i  i  i  | 
for  partition.  In  how7  many  hours  can  I  travel  twenty  miles  at  four  miles 
per  hour?  ,  ,  ,  !  ,  ,  ,  |  ,  ,  ,  ,'  ,  ,  ,  |  ,  ,  ,  |  for  measurement. 

Utilize  for  drill  every  problem  involving  these  and  other  processes  as 
they  arise  in  connection  with  other  studies. 

SECOND  MONTH. 

Draw  a  yard-square  and  divide  it  into  foot-squares.  Divide  a  foot- 
square  into  inch-squares.  Teach  table.  Measure  school-room  floor.  Pupils 
draw  on  blackboard — scale  one  inch  to  the  foot,  or  on  tablet — scale  one- 
fourth  inch  to  the  foot.  Calculate  area.  Measure  and  calculate  many 
areas.  Teach  dozen  and  gross.  Teach  division  by  6,  7,  8.  Multiplication 
by  20,  30,  40,  50,  60,  70,  etc.  Multiplication  by  22,  33,  44,  55,  66,  etc. 

THIRD  MONTH. 

Make  plan  of  school  yard  on  some  suitable  scale;  locate  accurately 
building,  trees,  walks.  Calculate  area  of  yard  and  area  covered  by  walks 
and  building. 

Division  by  9,  10,  11,  12.  Multiplication  by  any  two-place  multiplier. 
Show  by  paper-folding,  or  by  divided  lines,  that  \  =  f  =  f  =  T4s=z  vV—  i6s» 
etc.  Write  series  of  equivalent  fractions  for  'i,\,\  and  other  familiar 


40  ARITHMETIC-FOURTH  YEAR. 

fractions.  Show  that  f  and  |  can  be  changed  to  equivalents  having  the 
same  unit.  Add  \  and  \,  &  and  \.  Show  that  in  changing  fractions  to 
smaller  units,  both  terms  are  multiplied  by  the  same  number. 

FOURTH  MONTH. 

Teach  method  of  finding  width  of  rectangle  by  dividing  whole  number 
of  unit-squares  by  number  of  unit-squares  along  the  base.     Teach  form 
of  long  division,  using  divisors  less  than  13.     Write  quotient  over  dividend, 
335 


thus:     7)2345.      Teach   reduction   of    fractions   to   equivalents   of   larger 
21 

fractional  units  by  reversing  the  series  of  last  month.  Deduce  principle. 
Teach  reduction  of  compound  numbers — gal.  qt.  pt. — yd.  ft.  in. — to  lower 
denominations.  Teach  addition  and  subtraction  of  compound  numbers. 

FIFTH  MONTH. 

Long  division  by  13,  14,  15,  16,  pupil  making  table  of  13's,  etc.,  as 
needed  for  reference.  Teach  how  to  find  what  part  one  number  is  of 
another.  Show  how  to  find  averages  and  calculate  average  age  of  class, 
average  weight,  average  distance  the  pupils  come  to  school,  etc.  Teach 
decimal  hundredths  and  the  various  operations  outlined  in  first  month  for 
tenths. 

SIXTH  MONTH. 

Divide  by  20,  30,  40,  50,  60,  21,  31,  41,  51,  etc.,  without  table  of  reference. 
Give  half  of  the  month  to  long  division.  Multiplication  of  compound 
numbers  studied.  Teach  how  to  find  a  number  when  a  specified  part  of  it 
is  known;  as,  15  is  f  of  what  number?  Provide  about  50  inch-cubes  and 
have  the  children  build  two-inch  cubes,  three-inch  cubes,  and  various 
rectangular  solids.  Have  them  note  the  area  of  the  faces  and  the  volume 
of  the  solids.  Teach  method  of  calculating  volume  by  noting  units  in  a 
row,  rows  in  a  layer,  and  layers  in  the  solid. 

SEVENTH  MONTH. 

Division  by  two-place  divisors.  See  that  the  meaning  of  each  problem 
in  division  is  clearly  seen.  Partition  of  compound  numbers.  Give  prob- 
lems in  proportion;  such  as:  "  If  8  pounds  of  sugar  cost  50  cents,  what 
is  the  cost  of  12  pounds  ?"  8  pounds  is  the  same  part  of  12  pounds  as  50 
cents  is  of  the  required  number.  8  pounds  is  f  of  12  pounds;  50  cents 
is  |  of  75  cents.  Teach  how  to  find  any  fractional  part  of  any  integer. 
Teach  how  to  make  the  smaller  number  the  multiplier  in  such  problems 
as,  "Cost  of  360  Ib.  of  lard  at  7i  cents  ?" 

EIGHTH  MONTH. 

Long  division  by  any  three-place  divisors.  Measure  rectangles  with 
fractional  dimensions.  Divide  fractions  by  fractions,  reducing  them  to 
equivalents  having  the  same  unit.  Teach  definitions  of  subtraction, 
minuend,  multiplicand,  product,  etc.  Note  that  division  is  the  process  of 
dividing  a  number  into  equal  numbers.  In  measurement  the  size  of  these 
equal  numbers  is  given;  in  partition,  the  number  of  equal  numbers. 


ORAL  GEOGRAPHY-FOURTH  YEAR.  41 

ORAL  GEOGRAPHY. 

Objects. — The  objects  are  to  enable  the  pupil  to  make  and  read  a 
map;  to  give  primary  ideas  concerning  the  earth,  and  to  know  what  the 
study  of  geography  really  is. 

The  plan  is  to  teach  time,  direction,  distance,  art  of  measuring,  use  of 
definite  scale;  to  draw  maps,  study  climate,  vegetation,  animals,  minerals, 
occupations,  local  exports,  imports,  and  government  of  home  and  neigh- 
borhood. 

REMARKS.— In  giving  oral  instruction  we  should  bear  in  mind  that  the  child 
acquires  a  real  knowledge  of  things  through  his  own  observation.  Keep  in  mind,  then, 
that  elementary  instruction  is  upon  real  objects,  and  that  your  inquiries  must  appeal  to 
the  senses  of  the  pupil  for  answers.  Whereyer  practicable  bring  the  object  before  the 
class.  If  not  so,  try  to  get  pictures  for  your  illustrations. 

Interest  the  Pupil. — Endeavor  to  arouse  the  pupil's  curiosity  and 
cultivate  his  imagination  by  the  use  of  pictures  and  by  oral  descriptions. 
Find  pictures  of  a  hill;  talk  of  its  foot,  top  (summit),  sides,  slopes,  etc.; 
speak  of  top  covered  with  snow,  very  high.  Secure  definition  of  a  hill 
and  a  mountain.  Work  up,  in  the  same  way,  the  name  and  definition  of 
each  of  the  natural  divisions.  Teach  the  symbol  for  each  as  its  name  is 
learned. 

FIRST  MONTH. 

The  Idea  of  Time. — Days  are  long  in  summer  and  short  in  winter. 
Winter  evenings  long,  summer  short.  Day  and  night  together,  a  natural 
day,  or  twenty-four  hours.  .The  civil  day  begins  and  closes  at  midnight. 
Number  of  hours  in  a  school  day.  Number  of  times  the  clock  strikes. 
When  school  opened  to-day.  When  it  will  close.  Class  be  silent  a 
minute.  Length  of  class  exercise.  Time  to  walk  home.  Minutes  in  an 
hour.  Seconds  in  a  minute,  etc.  Use  of  hands  of  clock,  and  how  to  tell 
the  time.  Names  of  days  of  week;  the  first  and  last  days;  number  of 
weeks  in  the  month;  since  school  began;  in  a  year;  from  birthday  to 
birthday;  from  Christmas  to  Christmas.  Months  in  a  year.  Time  table 
learned. 

SECOND  MONTH. 

The  Idea  of  Place  and  Direction. — The  terms  right,  left,  front , 
back.  Point  in  these  directions.  Name  numerous  objects  in  these  direc- 
tions. Teacher  name  objects  and  class  locate.  One  pupil  names  objects 
to  be  located  by  the  class,  and  vice  versa.  Point  to  top,  bottom,  right 
side,  left  side,  and  center  of  a  map.  Extend  to  location  of  familiar  objects 
in  the  neighborhood. 

Pupils  face  the  rising  sun;  the  setting  sun;  at  noon;  sunrise  and  sun- 
set. Face  the  east,  west,  and  different  points  of  the  compass.  Exhibit 
compass  if  possible.  Locate  numerous  objects  in  the  room.  Directions 
of  lines  in  the  room;  cracks,  desks,  etc.  Objects  near  the  house.  Walks 
of  pupils  to  and  from  school.  Direction  of  winds.  How  does  the  sun  get 
back  to  the  east  every  twenty-four  hours  ?  Use  globe  to  illustrate  day  and 
night.  Let  pupils  use  globe  and  explain. 

THIRD  MONTH. 

Idea  of  Distance. — Compare  the  length  of  objects  with  one  another. 
Supply  pupils  with  foot  rules.  Guess  length  of  objects,  then  measure 


42  .  ORAL  GEOGRAPHY-FOURTH  YEAR. 

them.  Extend  this  practice  to  the  yard,  when  inside  of  room  is  exhausted. 
Pupils  guess  distances,  then  measure  them.  Select  objects  half  mile 
away,  a  mile  away.  Distance  to  school  or  home.  Combine  distance, 
time,  and  direction  by  the  use  of  imaginary  or  real  journeys.  To  illus- 
trate: "  The  church  is  about  a  mile  due  east,  and  it  will  take  about  twenty 
minutes  to  walk  to  it." 

Idea  of  Map. — Use  north  board.     Top,  north;   bottom,  south;   right 
hand,  east;  left  hand,  west.     Draw  this  figure: 


8 


Form  many  questions  such  as:  Direction  of  3  from  1;  direction  of 
boundary  lines,  etc.  Require  pupils  to  form  questions.  Draw  map  of 
school  room  upon  definite  scale,  as  one  fourth  inch  to  a  foot.  Pupils 
compare  map  with  room;  note  boundaries  and  their  directions.  Drawmap 
of  school  ground  on  a  scale  of  one  inch,  of  one  half  inch  to  the  rod;  locate 
house,  pump,  etc.;  note  direction  and  length  of  boundaries.  Recite  from 
map  until  all  understand  it. 

FOURTH  MONTH. 

Map  Drawing. — Draw  map  of  school  grounds  with  adjoining  fields 
on  reduced  scale.  Pupils  draw  maps  of  home  farms,  locating  pasture- 
land,  cornfields,  brooks,  fences,  etc.  Take  pupils  on  imaginary  journeys 
over  the  school  district,  locating  roads,  brooks,  woods,  farmhouses,  and 
the  schoolhouse.  Write  a  list  of  objects  to  be  located.  Pupils  draw  map 
of  district.  Write  a  list  of  objects  on  margin  of  map,  referring  by  figures 
1,  2,  3,  etc.,  to  the  objects  represented  on  map.  Let  scale  be  an  inch  to 
the  mile.  Work  up  the  township  map  in  the  same  way.  Locate  all 
schoolhouses,  churches,  and  towns. 

FIFTH  MONTH. 

Climate. — Teach  climate  as  the  pupils  have  experienced  it;  as  to 
temperature — hot,  cold,  moderate;  as  to  moisture — dry,  wet,  damp;  as  to 
diseases — healthful  and  unhealthful.  Teach  directions  to  travel  to  find 
changes  in  climate.  Teach  the  useful  vegetation  of  the  neighborhood, 
pupils  making  lists  of  articles  raised  on  farms.  Tell  what  is  done  with 
them.  Those  sent  away  are  called  exports.  Make  lists  of  vegetable  pro- 
ductions brought  in  for  home  use;  as,  sugar,  coffee,  cinnamon,  rubber, 
camphor,  etc.,  imports.  Follow  the  same  plan  with  animals  and  minerals. 
Be  sure  to  study  home  exports  and  imports. 

SIXTH  MONTH. 

Occupations. — Pupils  name  and  write  as  long  a  list  as  possible  of 
the  different  trades  and  kinds  of  business.  After  several  lessons  spent  in 
pitparing  and  talking  about  them,  begin  to  classify.  Put  everything  that 
is  done  on  farms  under  agriculture;  all  buying,  selling  and  transporting 


READING-FIFTH  YEAR.  43 

under  commerce;  all  in  which  things  are  made  under  manufacturing. 
Teacher  speak  of  lumbering,  mining,  fishing,  hunting,  etc.  Clergymen, 
lawyers,  physicians,  authors,  journalists,  teachers,  etc.,  belong  to  the 
professions.  Call  attention  to  the  different  conditions  of  society  and 
peoples,  as  savages,  partly  civilized,  and  civilized. 

Government. — Who  governs  the  school  when  in  session  ?  Who  hires 
the  teachers,  buys  coal,  and  cares  for  the  house?  WTho  governs  the 
family  ?  Who  governs  the  State  ?  Who  makes  the  laws  ?  Who  governs 
the  United  States?  Study  purpose  of  government,  punishments,  etc. 
Lead  pupils  to  see  necessity  for  good  government,  and  that  the  best 
government  is  among  civilized  people. 

SEVENTH  MONTH. 

County. — Draw  a  map  of  the  county,  locating  railroads,  towns,  and 
rivers.  Indicate  adjoining  counties  and  state  shortest  distances  to  them. 
The  county  seat;  why  so  called?  The  county  officers  and  some  of  their 
duties. 

NOTE.— Large  sheets  of  manilla  wrapping  paper  answer  well  for  map  drawing. 

EIGHTH  MONTH. 

Review. — Review  the  work  of  the  year.  Deduce  this  definition — 
Geography  is  a  study  of  the  earth  and  what  is  on  it. 


FIFTH  YEAR. 


TEXT-BOOKS— Fourth  Reader,    Elementary  Grammar,  Elementary  Arith- 
metic, Elementary  Geography,  Physiology. 

READING.    Fourth  reader.  PHYSIOLOGY.— Elementary  work. 

SPELLING.-  Spelling,  word  study.  GEOGRAPHY.-Elementary  geography. 

GRAMMAR.    Elementary  work.  „  0      ,._..  "tiT    i  „ 

ARiTHMETic.-Measures,     common    frac-       SCIENCE.- See    Observation  Work." 

tions,  elementary  percentage.  GENERAL   EXERCISES.— Music,  Drawing, 

WRITING.- See  sixth  year.  Morals  and  Manners. 


READING. 

Complete  about  sixty  per  cent  of  fourth  reader.  The  principal  object 
before  the  learner  in  this  grade  is  to  understand  the  language  and  then  to 
present  the  thought  clearly  and  distinctly  to  the  hearer.  A  knowledge  of 
the  meaning  of  words  is  of  great  importance,  and  should  be  learned  from 
the  context. 

The  meaning  and  rendering  of  a  phrase  or  sentence  should  be  consid- 
ered, as  well  as  the  meaning  of  the  words.  Proper  articulation  should  be 
cultivated,  and  correct  accent,  emphasis,  and  inflection  should  be  secured. 
The  reading  should  be  done  in  natural  tones.  When  a  selection  is  read 
aloud,  it  is  for  the  purpose  of  fully  conveying  the  meaning  to  the  hearer. 
Extraordinary  elocutionary  efforts,  adding  nothing  to  the  presentation  of 
thought,  are  to  be  shunned.  The  full  explanation  and  analysis  of  the 
lesson  will  require  study  on  the  part  of  the  teacher.  If  he  has  not  studied 
the  lesson  carefully,  the  class  will  have  poor  instruction.  All  random 
efforts  are  futile.  If  the  teacher  awakens  an  interest  in  the  reading  lesson, 


44  READING-FIFTH  YEAR. 

a  point  of  prime  importance,  he  will  be  interested,  will  plan  his  work  care- 
iully,  and  study  diligently,  in  order  to  carry  the  scheme  he  has  framed  to 
successful  completion.  The  student-teacher  is  in  demand. 

Supplementary  Reading.— The  following  books  are  recommended 
for  this  grade :  Longfellow's  Hiawatha,  I  and  II,  (Houghton,  Mifflir  & 
Co.);  Ruskin's  King  of  the  Golden  River,  (Ginn  &  Co.);  Lays  of  Ancient 
Rome,  (Houghton,  Mifflin  &  Co.);  Montgomery's  Bunyan's  Pilgrim's 
Progress,  (Ginn  &  Co.) ;  The  Voyage  to  Lilliput  and  Brobdingnag,  (Hough- 
ton,  Mifflin  &  Co.);  Morley's  Song  of  Life,  (Ginn  &  Co.);  Black  Beauty, 
(Public  School  Publishing  Co.);  Stories  of  Our  Country,  (American  Book 
Co.);  Heart  of  Oak  Books  No.  Ill,  (D.  C.  Heath  &  Co.). 


SPELLING. 

To  the  Teacher. — There  is  a  great  difference  of  opinion  as  to  how 
spelling  should  be  taught.  Some  teachers  would  have  pupils  use  a  spell- 
ing-book, others  would  teach  spelling  incidentally  with  other  subjects; 
some  would  have  all  the  spelling  recited  orally,  others  would  have  it  all 
written.  The  value  of  any  or  all  of  these  methods  depends  very  much  on 
the  ability  of  the  teacher.  That  no  teacher  will  lead  his  pupils  to  get  more 
out  of  a  subject  than  he  sees  in  that  subject  is  as  true  of  spelling  as  of 
other  branches. 

One  teacher  may  take  a  carefully  prepared  spelling-book  and  so  teach 
from  it  that  it  will  be  a  source  of  thought  and  growth  to  pupils,  as  well  as 
fixing  the  habit  of  correct  spelling.  Another  teacher  may  take  the  same 
book  and  so  use  it  that  the  pupils  will  waste  a  large  amount  of  time  in 
careless,  deadening  drills  upon  words  that  to  them  are  meaningless,  or 
which  they  already  know.  So  in  teaching  spelling  incidentally,  one  teacher 
may  see  that  pupils  learn  to  spell  all  new  words  as  they  need  them ,  while 
an  imitator  of  this  method  may  have  pupils  spell  some  words  but  pass  over 
others  equally  important.  The  following  thoughts  are  offered  for  the  con- 
sideration of  teachers: 

1.  Language  has  two  forms,  oral  and  written.     In  both  there  should  be 
training. 

2.  The  oral  word  appeals  to  the  ear — (sound)  pronunciation. 

3.  The  written  word  appeals  to  the  eye — (form)  letters  in  proper  order. 

4.  Correct  pronunciation  is  as  important  as  correct  spelling,  and  per- 
haps even  more  so  for  the  majority  of  people,  who  talk  more  than  they 
write. 

5.  Neither  pronunciation  nor  spelling  should  be  neglected.    Both  should 
be  taught,  and  whatever  method  or  methods  may  be  used,  the  teacher 
should  see  that  the  pupils  learn  both  to  pronounce  and  to  spell  correctly 
all  the  words  they  use.     No  lesson  should  be  assigned  for  study  in  the 
primary  or  intermediate  grades  unless  the  teacher  knows  that  pupils  can 
pronounce  all  the  words  correctly  from  the  open  book.     Why  should  a 
pupil  con  the  letters  of  words  he  is  unable  to  pronounce  ?     How  can  he 
pronounce  unless  he  is  taught  ?    Advanced  grades  may  need  this  work 
also. 

6.  The  method  or  methods  used  should  be  such  that   pupils   will   not 


SPELLING— FIFTH   YEAR.  45 

only  learn  words  placed  before  them  for  study,  but  will  lead  them  to  form 
the  habit  of  looking  carefully  at  new  words  as  they  meet  them,  and  fixing 
their  form  definitely  in  mind.  It  is  said  that  one  of  the  great  educational 
values  that  comes  from  the  study  of  arithmetic  is  due  to  the  fact  that  it  is 
an  exact  science,  and  if  properly  taught,  fixes  the  habit  of  exactness  which 
is  so  valuable  in  life.  In  teaching  spelling,  pupils  should  be  trained  in  the 
"habit  of  exactness." 

7.  Teachers  should  remember  that  it  is  impossible  to  outline  in  full  at 
this  place  a  complete  course  of  spelling.  A  few  exercises  are  suggested 
and  definite  work  given  for  each  month,  but  this  represents  the  minimum 
of  what  should  be  done,  even  in  the  lines  indicated. 

Alternation.— The  spelling  of  the  fifth  and  sixth  years  as  given  in  this  Course  is 
arranged  to  alternate,  so  that  there  need  be  but  one  class  in  spelling  in  the  intermediate 
division.  As  this  alternation  began  with  the  Course  of  1894,  the  work  of  the  sixth  year 
should  be  studied  during  1897-98,  and  that  of  the  fifth  year  during  1898-99,  and  so  con- 
tinue to  alternate. 

FIRST  MONTH. 

1.  See  that  pupils  are  able  to  pronounce  and  spell  all  the  technical  and 
difficult  words  that  appear  in  the  lessons  of  the  month  in  grammar,  arith- 
metic, geography,  and  physiology. 

2.  Study  various  sounds  represented  by  a,   and  the  diacritical  marks 
used  to  indicate  these  sounds. 

3.  Pronunciation,  spelling,  and  correct   use   of   the   following   words: 
air,  ere,  e'er,  heir;  all,   awl;  altar,   alter;    arc,   ark;    ascent,   assent;  ate, 
ait,  eight;  auger,  augur;  aught,  ought. 

4.  Select,  define,  and  use  in  sentences,  a  list  of  words  containing  the 
suffix  dom.     The  suffix  hood.     Observe  change  of  y  to  i  in  such  words  as 
hardihood. 

SECOND  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  by  e,  with  diacritical  marks  used  to  represent 
same. 

3.  Pronunciation,  spelling,  and  correct   use  of  the    following  words: 
bad,  bade;  bail,  bale;  ball,  bawl;  base,  bass;  bell,  belle;  berry,  bury;  bin, 
been;  bite,  bight. 

4.  Study  words  containing  the  suffix  ness.     The  suffix  ship.    Notice 
change  of  y  to  i  in  laziness,  holiness,  etc. 

THIRD  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  by  i,  with  diacritical  marks  used  to  represent 
same. 

3.  Pronunciation,  spelling,  and  correct  use  of  the  following   words: 
blue,  blew;  bough,  bow;  boll,  bowl,  bole;  brute,  bruit;   burrow,  borough, 
burro;  cannon,  canon;  canvas,  canvass;  cere,  sear,  seer,  sere. 

4.  Study  words  containing  the  suffix  y.     Notice  that  e  is  dropped  from 
such  words  as  easy,   icy,   stony,   etc.;    also  that  the  final  consonant  is 
doubled  in  such  words  as  sunny,  muddy,  foggy,  etc. 


46  SPELLING— FIFTH  YEAR. 

FOURTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  by  o,  with  diacritical  marks  used  to  represent 
same. 

3.  Pronunciation,  spelling,   and  correct  use  of  the  following  words: 
clause,    claws;   cord,   chord;   core,   corps;   cousin,   cozen;   crews,  cruise; 
dear,  deer;  die,  dye;  do,  doe,  dough. 

4.  Study  words  containing  the  suffix  ry.    The  suffix  en.    Notice  whether 
the  e  in  en  is  sounded  or  silent  in  the  words  studied. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  by  u,  with  diacritical  marks  to  represent  same. 
Careful  drill  on  pronunciation  of  words  containing  "long  u." 

3.  Pronunciation,  spelling,  and   correct  use   of  the  following  words: 
draft,     draught;   dire,  dyer;   dying,   dyeing;    earn,   urn;   ewe,  yew,  you; 
eyelet,  islet;  fare,  fair;  fate,  fete. 

4.  Study  words  containing  the  suffixes  kin,  ling,  and  let. 

SIXTH  MONTH. 

1.  Pronounce,  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  byjv,  with  diacritical  marks  to  indicate  same. 

3.  Pronunciation,   spelling,  and  correct  use  of  the  following  words: 
flour,  flower;  flue,  flew;  fore,  four;  forth,  fourth;    grate,  great;  hale,  hail; 
heal,  heel;  hear,  here. 

4.  Study  words  containing  the  suffix  able  or  ible.     Make  a  list  of  all 
the  words  with  these  endings  and  practice  on  them  until  pupils  do  not 
make  mistakes  in  spelling  them. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  by  c,  g,  and  ?/,  with  diacritical  marks  to  indi- 
cate same. 

3.  Pronunciation,  spelling,  and  correct  use  of   the   following  words: 
herd,    heard;   hew,  hue;  hire,  higher;  hoard,  horde;   hole,  whole;  holy, 
wholly;  hose,  hoes;  kernel,  colonel. 

4.  Study  words  containing  the  suffix  ful.     The  suffix  less.     Notice  the 
change  of  y  to  i  in  such  words  as  penniless,  beautiful,  etc. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  and  physiology. 

2.  Sounds  represented  by  s,  x,   ch,   and  th,  with  diacritical  marks  to 
represent  same. 

3.  Pronunciation,  spelling,   and  correct  use  of  the   following  words: 
key,   quay;  led,  lead;  leaf,   lief;   leak,  leek;   levee,  levy;   lie,  lye;   links, 
lynx;  lo,  low. 


ELEMENTARY    GRAMMAR— FIFTH  YEAR.  47 

4.  Study  words  containing-  the  suffix  ly.  The  suffix  ment.  Notice  the 
change  of  y  to  z,  in  such  words  as  happily,  sleepily,  etc.;  also  the  omis- 
sion of  e  in  gently,  only,  etc. 


ELEMENTARY  GRAMMAR. 

NOTE.- The  pupils  of  the  fifth  and  sixth  years  of  the  course  may  be  classed  to- 
gether. This  year's  work  need  not  be  taught  each  year,  but  may  alternate  with  sixth 
year's  grammar.  The  teacner  should  be  on  the  alert  to  gather  up  the  words  and  forms, 
which,  used  incorrectly,  account  for  the  common  errors  in  language.  Use  some  good 
text-bpok  on  grammar  and  teach  oupils  to  use  it.  Use  the  reading  lessons  or  other  good 
selections  to  supply  material  for  illustrating  the  principlesof  grammar.  Require  pupils 
to  read  text-book  in  class  as  a  reader,  especially  first  lessons  on  new  and  difficult  topics. 
They  should  read  and  explain  all  words  and  sentences  used  as  illustrations.  They 
should  furnish  similar  examples  from  reading  lessons.  Do  not  be  content  with  the  little 
examples  given  in  the  text-book.  Go  to  the  living  language,  where  words  mean  some- 
thing. Cause  the  pupils  to  see  all  forms  of  words  and  their  uses  by  the  best  speakers 
and  writers. 

FIRST  MONTH. 

Elementary  text-book  in  grammar  introduced. 

Definitions. — Definitions  of  terms  as  needed.  The  sentence  as  a 
whole;  subject,  predicate,  object.  The  noun,  kinds  of  nouns;  singular 
and  plural  forms.  Practice  on  sentences  in  readers  till  the  facts  of  gram- 
mar are  seen  to  be  realities  in  the  spoken  and  written  language. 

SECOND  MONTH. 

The  Verb.— Transitive,  intransitive,  copula.  Elements  of  a  sentence. 
Drill  upon  forms  of  irregular  verbs.  More  mistakes  are  made  in  common 
speech  in  the  irregular  verbs  than  in  all  other  parts  of  speech.  The 
teacher  who  trains  the  class  to  use  verbs  correctly  has  done  a  great  work. 

THIRD  MONTH. 

The  Adjective. — Descriptive  and  definitive;  the  articles.  To  illus- 
trate, cause  the  pupil  to  notice  color,  size,  and  form;  qualities,  such  as 
smooth,  rough,  hard,  soft,  heavy,  light,  long,  short,  broad,  narrow,  round, 
etc.  Make  easy  comparisons.  Proper  use  of  adjectives  after  the  verbs 
look,  seem,  feel,  appear,  smell,  taste. 

FOURTH  MONTH. 

The  Pronoun. — Personal,  relative,  interrogative;  various  forms  of 
each  used  in  sentences;  study  more  minutely  these  forms  when  used  as 
subject,  object,  possessive,  and  after  the  verb  "to  be."  Compositions 
upon  simple  subjects. 

FIFTH  MONTH. 

Adverbs. — Drill  on  sentences  in  which  adverbs  modify  verbs;  in 
which  adverbs  modify  adjectives;  in  which  adverbs  modify  adverbs.  Posi- 
tion of  adverbs  in  sentences.  Use  of  contractions;  as,  don't,  can't,  etc. 

SIXTH  MONTH. 

Preposition,  Conjunction,  Interjection.  —  Develop  the  idea  of 
"relation"  as  used  in  the  definition  of  a  preposition;  as,  "  The  boy  sat 
by,  in,  upon,  under,  or  against  the  house."  Most  pupils  have  difficulty 
in  understanding  what  is  meant  by  relation.  In  most  cases,  this  relation 
is  one  of  position.  To  make  this  clear,  select  prepositions  from  reader; 
state  word  following  and  preceding  it.  Commit  list  of  prepositions.  Use 
of  conjunctions  to  combine  words  and  statements.  Conjunctions  used  in 
pairs. 


48  ARITHMETIC-FIFTH  YEAR. 

SEVENTH  MONTH. 

Analysis.— Analysis  of  simple  sentences.  Distinguish  between  ana- 
lyzing and  diagraming  a  sentence.  Definition  of  phrase.  Use  and 
position  of  phrases  in  sentences. 

EIGHTH  MONTH. 

Compound  Sentences.— Show  that  the  subject  maybe  compound; 
the  predicate  may  be  compound;  the  object  may  be  compound.  Analysis 
of  compound  sentences.  Define  clause.  Complex  sentences.  Drill  upon 
changing  simple  to  complex  and  compound  sentences.  Find  examples  in 
reader  of  all.  Review  the  work  of  this  year. 


ARITHMETIC. 

FIRST  MONTH. 

Cubic  Measure. — Calculate  volume  of  rooms,  boxes,  etc. 

Simple  Numbers.— Teach  factor  as  an  exact  divisor  of  a  number, 
prime,  composite,  odd,  even.  Prime  factors  of  numbers  to  30. 

Common  Fractions. — Reduce  mixed  numbers  to  fractions,  and  frac- 
tions to  mixed  numbers. 

Decimals.— Teach  thousandths,  and  solve  the  various  sorts  of  prob- 
lems into  which  thousandths  may  enter.  In  multiplication  see  that  the 
decimal  point  is  written  in  each  partial" product.  In  partition,  write  the 
point  in  the  quotient  when  it  is  reached  in  the  dividend. 

Percentage.— Teach  that  per  cent  means  hundredths,  that  \  =  50%, 
i  =  33i%,  i  =  25%,  i  =  20%.  Give  many  simple  problems  in  all  three 
cases  involving  the  above  rates  only;  as  50%  of  12  bu.  =  -  -  bu.  $6  is 

%of$18.     2  feet  is  25%  of feet. 

SECOND  MONTH. 

Keep  up  practice  in  decimals.  Make  merchants'  bills  from  time  to 
time.  Insist  on  neat  work.  Teach  the  ton  and  the  weight  of  a  bushel  of 
corn,  oats,  wheat,  coal.  Give  comparative  problems,  and  problems  involv- 
ing the  decimal  parts  of  the  ton  and  hundred-weight.  Problems  in  exca- 
vation at  customary  price  per  cubic  yard.  Prime  factors  to  40.  Reduce 
fractions  to  lowest  terms  (largest  units),  and  introduce  the  term  common 
factor.  Teach  method  of  finding  highest  common  factor.  Teach  16f  %, 
14f%,  12i%,  10%,  8i%,  as  equivalents  of  i,  \,  i,  TS,  A- 

THIRD  MONTH. 

Teach  wood  measure — the  cord  and  cord  foot.  Prime  factors  to  60. 
Addition  of  fractions.  Add  TO  and  TS-  Show  the  need  of  some  method  for 
finding  the  fractional  unit  to  which  tenths  and  twelfths  may  be  reduced. 
Show  that  the  denominator  must  be  a  number  divisible  by  both  10  and  12. 
Introduce  the  terms  multiple,  and  common  multiple,  and  teach  method  of 
finding  same.  Teach  paper  measure.  Teach  75%,  66f  %,  40%,  60%,  80%, 
and  use  in  problems  as  heretofore. 

In  adding  mixed  numbers  do  not  reduce  to  improper  fractions. 
FOURTH  MONTH. 

Prime  factors  to  70.  Develop  the  principle  that  we  may  multiply  a 
fraction  either  by  multiplying  the  number  of  fractional  units;  as,fX4  =  ^, 


PHYSIOLOGY-FIFTH  AND   SIXTH  YEARS.  49 

or  by  multiplying  the  size  of  the  fractional  units;  as,  tX4  =  f.  Multipli- 
cation of  a  fraction  by  a  fraction.  Lay  off  a  rod  on  the  schoolroom  floor. 
Teach  its  relation  to  the  mile,  and  teach  length  of  mile  in  feet.  Solve 
problems  using  rates  1%,  2%,  3%,  4%,  etc.,  in  all  three  cases  of  percent- 
age. See  that  pupils  always  say  "  per  cent  of ." 

FIFTH  MONTH. 

Have  pupils  work  out  average  daily  temperature  from  school  weather 
record.  Teach  prime  factors  to  80.  Draw  a  square  rod — scale  1  inch  to  the 
yard — and  note  the  number  of  yard-squares,  the  two  sets  of  half-squares, 
and  the  quarter-square.  Multiply  5|  by  5f  and  show  what  part  of  the 
square  each  part  of  the  product  represents.  Teach  the  acre,  its  relation 
to  the  square  rod  and  square  mile.  Note  dimensions  of  40-acre  and' 
20-acre  fields  near  the  schoolhouse. 

Problems  in  Profit  and  Loss — all  cases. 

SIXTH  MONTH. 

Teach  number  of  cubic  inches  in  gallon  and  bushel  and  calculate 
capacity  of  bins,  cribs,  and  wagon-tanks.  Prime  factors  to  90.  Find  what 
part  fractional  numbers  are  of  other  fractional  numbers  (ratio).  Problems 
in  fencing  and  flooring — begin  with  schoolyard  and  schoolroom.  Express 
ii  i.  f,  i,  f.  i.  f,  etc.,  as  tenths,  and  hundredths.  Problems  in  commission 
drawn  from  the  environment  of  the  pupils — land  sales,  lawyers'  collec- 
tions, etc. 

SEVENTH  MONTH. 

Prime  factors  of  numbers  to  100.  Simple  problems  in  shingling, 
papering,  painting,  plastering.  Express  sixths,  eighths,  twelfths,  as 
hundredths  and  thousandths.  Partition  of  fractions.  Show  that  a  frac- 
tion may  be  divided  into  three  equal  parts  either  by  dividing  the  number 
of  fractional  units  To-*-3  =  &,  or  by  dividing  the  size  of  the  fractional 
units  -!-f-2  =  A.  Teach  simple  interest. 

EIGHTH  MONTH. 

Division  of  fractions  by  fractions  by  reducing  to  a  common  denom- 
inator. Simple  problems  in  carpeting.  Teach  that  if  than  occurs  in  a 
percentage  problem  the  following  word  names  the  base.  Solve  problems 
in  "per  cent  more  than,"  and  "per  cent  less  than." 


PHYSIOLOGY.— Fifth  and  Sixth  Years. 

FIRST  MONTH. 

Bones. — Scientific  names  of  principal  bones.  Hygiene,  nourishment, 
growth,  coverings,  and  uses  of  bones;  joints  and  cartilages. 

SECOND  MONTH. 

Digestion  and  Absorption.  —  Trace  food  from  mouth  to  blood, 
naming  and  describing  to  some  extent,  the  more  important  organs  and 
fluids  in  the  course. 

THIRD  MONTH. 

Lungs. — Describe  structure  of  lungs.  Care  of  lungs  and  throat. 
Teach  how  blood  is  purified  in  lungs.  Color  of  pure  and  impure  blood. 


50  ELEMENTARY  GEOGRAPHY-FIFTH  YEAR. 

FOURTH  MONTH. 

Circulation. — Structure  of  heart.  Name  and  locate  the  chambers 
and  valves.  Examine  heart  of  some  animal  before  class.  Effects  of 
alcohol  and  tobacco  on  heart  and  circulation. 

FIFTH  MONTH. 

Digestion. — Go  more  into  detail,  naming  and  describing  the  different 
organs  which  come  in  contact  with  the  food.  Experiments  of  Dr.  Beau- 
mont on  action  of  the  stomach.  Story  of  Alexis  St.  Martin. 

SIXTH  MONTH. 

Nervous  System.  —  General  outline  of.  Effects  of  alcohol  and 
tobacco  on  nervous  system.  Impress  fact  that  it  is  difficult  to  restore 
nervous  system  after  it  is  once  impaired.  Necessity  for  early  retiring. 

SEVENTH  MONTH. 

Special  Senses. — Simple  explanation  of  structure  of  eye  and  ear. 
Care  of  eyes.  Avoid  reading,  (a)  too  fine  print;  (b)  in  poor  light;  (c) 
with  book  too  close  to  face;  (d)  with  lamp  in  front  of  face;  (<?)  lying 
down.  Do  not  rub  the  eyes.  Care  of  ears.  Avoid  striking  or  pulling. 
Clean  with  water  and  soft  cloth.  Never  insert  hard  substance  for  remov- 
ing wax  or  cleaning.  Call  attention  to  unfortunates  who  are  deprived  of 
the  use  of  eyes  or  ears.  Teach  duty  of  assisting  unfortunates. 

EIGHTH  MONTH. 
Review. — Definition  of  anatomy,  physiology,  and  hygiene.     Review. 


ELEMENTARY  GEOGRAPHY. 

FIRST  MONTH. 

Illinois.— Review  the  fact  that  there  are  several  townships  in  the 
home  county,  recall  the  leading  points  learned  about  the  home  township, 
andthe  names  of  the  adjoining  townships.  Teach  that  there  areone  hundred 
two  counties  in  Illinois,  and  consequently  that  the  home  county,  even  if 
a  large  one,  is  a  comparatively  small  part  of  the  State.  The  children 
should  know  the  names  of  the  counties  which  bound  the  home  county, 
also  the  names  of  a  few  of  the  more  important  counties  of  the  State. 
Have  them  learn  the  length  and  greatest  width  of  the  State,  and  be  sure 
that  the  numbers  mean  something  to  them.  Teach  the  slopes  of  the  land 
from  the  direction  of  the  rivers;  locate  and  describe  the  Rock  River,  the 
Illinois,  Chicago,  Fox,  Sangamon,  and  Kaskaskia  rivers;  also  the  rivers 
bounding  the  State.  Dwell  on  the  character  of  the  soil,  variety  of  crops, 
manufactures,  mining,  commerce,  etc.  Teach  four  or  five  of  the  principal 
railroads,  showing  the  importance  of  railroads  to  the  people.  Name  the 
respects  in  which  Illinois  is  the  leading  State  in  the  Union.  Give  several 
days  to  study  of  Chicago,  Lake  Michigan,  Chicago  River,  and  the 
"Drainage  Canal";  and  teach  what  you  think  a  fairly  intelligent  Illinois 
boy  or  girl  of  the  fifth  grade  ought  to  know  about  Springfield,  Joliet, 
Aurora,  Rockford,  Rock  Island,  Peoria,  Bloomington,  Danville,  Decatur, 
Quincy,  East  St.  Louis,  and  Cairo.  Make  a  map  of  the  State  showing  all 
the  points  learned.  If  time  will  permit,  name  and  locate  the  principal 
State  Institutions. 


ELEMENTARY  GEOGRAPHY-FIFTH  YEAR. 


SI 


Earth  as  a  Whole.— Study  the  earth  as  a  whole  by  means  of  a  globe 
and  map;  its  motions  and  their  results;  divisions  into  zones  with  their 
characteristics;  general  division  of  land  and  water  with  names  and  map 
representations;  hemispheres  with  map  questions.  Make  the  transition 
from  the  study  of  the  globe  to  that  of  the  wall-map,  accounting  for  the 
difference  in  appearance.  Be  sure  that  the  idea  of  "scale"  is  mastered. 
This  work  will  include  all  before  North  America. 

SECOND  MONTH. 

North  America.— Study  North  America  by  reading  the  text  and 
maps.  Follow  directions  of  author;  in  using  the  book,  arrange  facts, 
after  study,  in  the  following  form  for  recitation  and  reviews: 

1.  Boundary. 

2.  Coastlines  —  Direction,    regularity,   indentations,. 

and  projections. 

3.  Surface — Mountain  ranges,  plateaus,  and  plains. 

4.  Lakes,  etc. 

5.  Rivers. 

6.  Cities. 
North  America....  -|     7.  Islands. 

8.  Climate. 

f  Animal. 

9.  Productions....  j  Vegetable. 

(Mineral. 

10.  Political  divisions. 

11.  Inhabitants. 

12.  Occupations. 

THIRD  MONTH. 

New  England  States.— Read  text  and  study  maps.  Drawmap.  The 
form  for  arranging  the  work  in  North  America  can  be  used  with  a  little 
change  in  this  and  following  divisions.  See  that  some  important  fact  i& 
associated  with  each  place  learned,  as  indicated  by  question,  "What  is 
important  about  (his  place  *  "  This  is  the  object  of  the  "  catchwords  "  and 
interrogation  points  placed  after  the  geographical  names  given  below  as- 
examples: 

f  1.  White  (summer  resort). 

I  2.  Green  (Allen). 

|  1.  Katahdin  (?). 

(  2.  Washington  (tourists). 

f  1.  Ann  (lighthouse). 

12.  Cod  (lighthouse). 

( 1.  Grand  Menan  (fisheries). 

Mt.  Desert  (summer  resort). 

Martha's  Vineyard  (?). 

Block  (Adrian  Block). 

Jl.  St.  John  (boundary). 
2.  Penobscot  (size). 


Mountains 

Mountain  Peaks 
Capes 

Islands 


Lakes 


TJo^ 
Iiays 


1.  G 
J2.  M 
' '  1  3.  M 
U.  R 


.  . 

3.  Merrimac  (manufactories). 

4.  Connecticut  (?).  ' 


1.  Grand  (St.  Croix  River). 

2.  Moosehead  (game). 

3.  Winnipiseogee  (?) 

4.  Champlain  (French). 

f  1.  Passamaquoddy  (fish). 
12.  Buzzards  (?) 

f  1.  Portland  (peninsula). 
2.  Augusta  (U.S.Institutionsfr 
1  3.  Bangor  (lumber). 
'  j  4.  Salem  (witchcraft). 

5.  Lowell  (cotton  goods). 
1 6.  Plymouth  (Pilgrims). 


NOTE—  Have  numerous  tracing  lessons  and  imaginary  voyages.  Make  the  lessoa 
and  the  study  lively  by  talks  with  pupils  about  history  connected  with  places,  with 
colleges,  scenery,  tunnels,  water  power,  derivation  of  names,  etc. 

FOURTH  MONTH. 

Middle  Atlantic  States.  —  New  York,  New  Jersey,  Pennsylvania, 
Delaware,  Maryland,  Virginia,  and  West  Virginia.  Study  as  outlined  in 
preceding  months,  using  the  blackboard  forms,  and  associating  some 
important  fact  with  each  place  learned. 


52  ELEMENTARY  GEOGRAPHY-FIFTH  YEAR. 

The  Southern  States. — North  Carolina,  South  Carolina,  Georgia, 
Florida,  Alabama,  Mississippi,  Louisiana,  Texas,  Arkansas,  and  Ten- 
nessee. 

FIFTH  MONTH. 

North  Central  States.— Ohio,  Indiana,  Illinois,  Kentucky,  Mich- 
igan, Wisconsin,  Minnesota,  South  Dakota,  North  Dakota,  Iowa,  Nebraska, 
Kansas,  and  Missouri. 

SIXTH  MONTH. 

The  Pacific  States  and  the  Territories.  —  California,  Oregon, 
"Washington,  Montana,  Idaho,  Wyoming,  Nevada,  Utah,  Colorado,  Arizona, 
New  Mexico,  Alaska,  and  District  of  Columbia. 

Dominion  of  Canada,  Greenland,  Mexico,  Central  America,  and  West 
Indies. 

SEVENTH  MONTH. 

Europe. — Study  as  directed  for  North  America. 

Asia.— Study  as  directed  for  North  America. 
EIGHTH  MONTH. 

South  America. — Study  first  as  a  continent.  Draw  map  of  continent, 
.and  fill  in  countries,  etc.,  as  learned.  Use  blackboard  form  for  study  and 
recitation,  as  given  in  the  study  of  North  America.  Continue  to  make 
lists  of  places,  associating  important  facts  with  each.  Use  outline  maps 
•continually. 

Africa  and  Oceanica.— Study  as  above. 

GEOGRAPHICAL  READERS. 

Geographical  readers  will  be  found  very  useful  in  giving  fuller  descrip- 
tions of  the  social  life  of  the  people,  of  historic  places,  of  commercial 
products  and  exchanges,  of  natural  physical  features  and  the  work  of  man 
upon  the  earth's  surface  in  the  form  of  canals  and  irrigating  ditches, 
-dikes,  deepened  harbors,  mountain  tunnels,  deforested  regions,  cultivated 
lands,  etc.,  most  of  which  may  be  factors  in  making  any  place  what  it  is. 

They  may  be  used  as  supplementary  reading  or  as  reference  books 
only.  These  are  suggested  for  such  use:  the  whole  series  of  The  World 
and  its  People, consisting  of  eight  books,  among  them  being  Our  Country, 
Our  American  Neighbors,  Modern  Europe,  etc.,  edited  by  Larkin  Dunton, 
(Silver,  Burdett  &  Co.);  King's  Geographical  Readers,  (Lee  &  Shepard) ; 
Rupert's  Geographical  Reader,  (Leach,  Sewall  &  Sanborn);  Johonnot's 
•Geographical  Reader,  (American  Book  Co.);  Hans  Brinker,  by  Mary 
Mapes  Dodge,  (Charles  Scribner's  Sons);  Aunt  Martha's  Corner  Cup- 
board, (Thos.  Nelson  &  Sons);  Footprints  of  Travel,  (Ginn  &  Co.); 
•Carpenter's  Geographical  Reader— Asia,  (American  Book  Co.) 


READING— SIXTH  YEAR.  53 

SIXTH  YEAR. 


TEXT-BOOKS. — Fourth  Reader,  Elementary  Grammar,  Complete  Arithmetic, 
Physiology,  Elementary  History,  Copy-books. 

READING.— Fourth  reader  completed.  WRITING. —Practical     exercises,     move- 

SPELLING. — Word  study,  diacritical  marks,  merits,  copy-books. 

etc.  PHYSIOLOGY.-  See  fifth  year. 

GRAMMAR.— Elementary    grammar  com-  HISTORY.— Elementary  history. 

pleted.  SCIENCE.— See  "  Observation  Work." 

ARITHMETIC.—  Complete    arithmetic  GENERAL   EXERCISES.— Music,   Drawing. 

begun.  Morals  and  Manners. 

NOTE.— No  geography  this  year  except  that  connected  with  history. 


READING. 

Fourth  reader  finished  and  reviewed.      For  suggestions,  see  fifth  year. 

Supplementary  Reading.— The  following  books  are  recommended 
for  this  grade:  Frye's  Brooks  and  Brook  Basins,  (Ginn  &  Co.);  Jane 
Andrews'  Ten  Boys  on  the  Road  from  Long  Ago  to  Now,  (Ginn  &  Co.); 
Longfellow's  Courtship  of  Miles  Standish,(Houghton,  Mifnin  &Co.)  ;Long- 
fellow's  Evangeline,  (Houghton,  Miffiin  &  Co.) ;  Irving's  Legend  of  Sleepy 
Hollow  (Sketch  Book),  (Ginn  &  Co.);  Burroughs'  Birds  and  Bees, 
(Houghton,  Mifflin  &  Co.). 


SPELLING. 

Alternation.— The  work  here  given  is  arranged  to  alternate  with  the  spelling  of 
the  fifth  year,  and  that  the  alternation  as  begun  in  this  subject  in  the  Course  of  1894,  may 
be  continued,  pupils  of  the  intermediate  division  should  study  sixth  year  spelling  (hiring 
1897-8.  fifth  year  spelling  during  1898-9,  and  so  continue  to  alternate  from  year  to  ye.ar. 
Read  the  suggestions  to  teachers  at  the  head  of  spelling  for  fifth  year  before  beginmnjr 
this  work. 

FIRST  MONTH. 

1.  See  that  pupils  can  pronounce  and  spell  all  the  technical  and  diffi- 
cult words  that  appear  in  the  lessons  of  the  month  in  grammar,  arithmetic, 
physiology,  and  history. 

2.  Learn  all  the  uses  of  the  macron,  and  give  words  to  illustrate. 

3.  Pronunciation,  spelling,   and  correct  use  of  the  following  words: 
load,  lode;   lock,  loch,  lough;   lone,  loan;   liar,  lyre;  made,  maid;  male, 
mail;  mane,  main;  marshal,  martial. 

4.  Have  pupils  make  a  list  of  words   containing  the    prefix  un  and 
study  their  meaning.     The  prefix  dis. 

SECOND  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 

2.  Learn  all  the  uses  of  the  breve,  and  give  words  to  illustrate. 

3.  Pronunciation,  spelling,  and  correct  use   of   the   following   words: 
mean,  mien;  meat,  meet,  mete;  mite,  might;  mote,  moat;  more,  mower; 
nave,  knave;  nay,  neigh;  need,  knead. 

4.  Study  words  containing  the  prefix  re. 

THIRD  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 


54  SPELLING-SIXTH  YEAR. 

2.  Learn  all  the  uses  of  the  dieresis,  and  give  words  to  illustrate. 

3.  Pronunciation,   spelling,   and  correct  use  of  the  following  words: 
not,  knot;  nun,  none;   oar,  o'er,  ore;  one,  won;    pale,  pail;  pane,  pain; 
pair,  pare,  pear;  plate,  plait. 

4.  Study  words  containing  the  prefix  a.     The  prefix  en  or  em. 

FOURTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 

2.  Learn  all  uses  of  the  semi-dieresis  (single  dot),  and  give  words  to 
illustrate. 

NOTE.— The  word  semi-dieresis  is  not  given  in  the  dictionaries,  but  is  used  in  Irish's 
Orthography,  and  in  some  other  similar  works. 

3.  Pronunciation,   spelling,   and  correct  use  of  the  following  words: 
pole,  poll;  pore,  pour;  pray,  prey;   principal,   principle;   rap,  wrap;   read, 
reed;  rice,  rise;  rime,  rhyme. 

4.  Study  words  containing  the  prefix  be.     The  prefix  in  or  im. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in 
the  lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 

2.  Learn  the  use  of  the  cedilla,  and  give  words  to  illustrate. 

3.  Pronunciation,  spelling,   and  correct  use  of  the  following  words: 
rood,  rude;  room,  rheum;  rote,    wrote;  ruff,  rough;  rye,  wry;   sale,  sail; 
seen,  scene,  seine  (?);  seam,  seem. 

4.  Study  words  containing  the  prefix  fore.     The  prefix  pre. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 

2.  Learn  all  the  uses  of  the  tilde,  and  give  words  to  illustrate. 

3.  Pronunciation,   spelling,   and  correct  use  of  the  following  words: 
serf,   surf;  scull,  skull;  slay,  sleigh,  sley;  sleight,  slight;  sloe,  slow;  so, 
sow,  sew;  soar,  sore;  sole,  soul. 

4.  Study  words  containing  the  prefix  co  or  con. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 

2.  Learn  all  the  uses  of  the  caret,  and  give  words  to  illustrate. 

3.  Pronunciation,   spelling,  and  correct  use  of   the  following  words: 
stair,   stare;  stake,  steak;  steal,  steel;  stile,  style;  son,  sun;  suite,  sweet; 
some,  sum;  tare,  tear. 

4.  Study  words  containing  the  prefix  mis. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  physiology,  and  history. 

2.  Learn  the  uses  of  the  suspended  bar,  and  give  words  to  illustrate. 

3.  Pronunciation,    spelling,  and  correct  use  of  the  following   words: 
tear,  tier;  their,  there;    threw,  through;  time,  thyme;  to,  too,  two;  toe, 
tow;  vale,  veil;  vane,  vain,  vein. 

4.  Study  words  containing  the  prefix  super. 


GRAMMAR— SIXTH  YEAR.  55 

GKAMMAB. 

Elementary  text-book  in  grammar  completed. 

NOTE. — The  pupils  in  fifth  and  sixth  year  grammar  should  be  classed  together,  where 
it  can  be  done  conveniently. 

FIRST  MONTH. 

The  Noun. — Gender,  person,  number,  and  case.  Parsing-.  Note 
carefully  the  methods  of  distinguishing  the  genders. 

Rules  for  forming  plurals.— -1.  Nouns  whose  last  sound  will  unite 
with  5.  2.  Nouns  whose  last  sound  will  not  unite  with  s.  3.  Nouns  end- 
ing in  y,  preceded  by  a  consonant.  4.  Nouns  ending  in  forfe.  5.  Nouns 
ending  in  o,  preceded  by  a  consonant.  6.  Plurals  of  letters,  figures, 
marks,  signs.  Note  exceptions  to  the  above  rules. 

Declension.— Decline  nouns  in  common  use,  and  use  their  various 
forms  in  sentences.  Show  that  figures,  marks,  phrases,  and  clauses  may 
be  use'"'  as  nouns. 

Remember  that  parsing  consists:  (1)  In  naming  the  part  of  speech; 
(2)  in  telling  its  properties;  (3)  in  pointing  out  its  relation  to  other  words ; 
(4)  in  giving  the  rule  for  its  construction. 

SECOND  MONTH. 

The  Pronoun.  — Personal,  possessive,  relative,  and  interrogative. 
Name  and  decline  the  simple  personal  pronouns.  Special  uses  of  you,  we, 
and  it.  Compound  personal  pronouns,  how  formed.  Use  of  mine,  thine, 
etc.  Uses  of  who,  which,  that,  and  what.  Continue  exercises  in  parsing 
and  analysis. 

THIRD  MONTH. 

The  Adjective. — Descriptive  and  definitive;  degrees  of  comparison; 
different  methods  of  comparison;  classes  of  numeral  adjectives;  errors  to 
be  avoided.  Continue  exercises  in  parsing,  analysis,  and  composition — 
oral  and  written. 

FOURTH  MONTH. 

The  Verb.— Transitive  and  intransitive;  regular  and  irregular;  prop- 
erties—voice, mode,  tense,  person,  and  number;  auxiliaries;  correct  use 
of  irregular  verbs  in  sentences.  Change  sentences  from  active  to  passive 
form.  Train  the  pupils  to  point  out  phrases,  clauses,  and  different  kinds 
of  sentences  as  found  in  the  reader. 

FIFTH  MONTH. 

The  Adverb. — Adverbs  of  time,  place,  cause,  manner,  and  degree. 
Comparison  of  adverbs. 

SIXTH  MONTH. 

Prepositions,  Conjunctions,  and  Interjections. — Prepositions — 
Most  pupils  have  difficulty  in  understanding  what  is  meant  by  relation. 
In  most  cases  this  relation  is  one  of  position.  To  make  this  clear,  select 
prepositions  from  reader.  State  word  following  and  preceding  it.  Con- 
junctions— Co-ordinate,  subordinate,  correlative. 

Review  parts  of  speech.     Have  definite  forms  of  parsing  each  part  of 
speech.     Continue  exercises  in  analysis  and  composition. 
SEVENTH  MONTH. 

Syntax.— Review  rules  for  using  the  noun  and  pronoun:     (1)  as  the 


56  WRITING— FOURTH,  FIFTH,  AND  SIXTH  YEARS. 

subject;  (2)  in  predicate;  (3)  in  the  possessive;  (4)  in  apposition;  (5) 
independently;  (6)  as  object  of  a  verb;  (7)  as  object  of  a  preposition;  (8) 
rules  governing  pronouns;  (9)  agreement  of  verbs  with  subject;  (10)  rules 
governing  adjectives,  adverbs,  and  infinitives. 

EIGHTH  MONTH. 

Punctuation  Marks. — Give  attention  to  the  comma,  semicolon, 
colon,  period,  interrogation  point,  exclamation  point,  dash,  parenthesis, 
and  bracket.  Uses  of  apostrophe,  hyphen,  (See  dictionary  for  two  forms 
of  hyphen),  quotation  marks,  index,  and  caret.  Require  but  few  rules, 
but  illustrate  each  fully.  Refer  to  the  reader  as  much  as  possible  in  this 
connection. 


WRITING.— Fourth,  Fifth,  and  Sixth  Years. 

Muscular  Movement. — The  chief  purpose  in  these  grades  is  to  secure 
skill  in  muscular  movement  with  which  to  write  easily,  rapidly,  and  well. 

The  following  is  a  method  for  muscular  movement  exclusively,  and 
should  not  be  undertaken  with  finger  movement. 

If  the  teacher  writes  well,  copybooks  may  be  dispensed  with;  if  not, 
each  pupil  needs  one,  and  one  that  contains  at  least  some  movement 
exercises,  from  which  to  get  correct  ideas  of  the  exercises  and  forms  of 
letters. 

Position. — Follow  directions  given  on  the  cover  of  the  copy-book,  ex- 
cept for  the  paper.  When  the  paper  is  straight  in  front  and  the  arm  turns 
on  the  muscle  forward  of  the  elbow  for  a  pivot,  (as  it  should  in  using 
muscular  movement),  it  is  difficult  to  follow  the  line;  the  writing  tends  to 
diverge  upward  from  it.  To  obviate  this  difficulty  turn  the  top  of  the  paper 
a  little  to  the  left,  not  so  far  as  is  customary  for  slanting  writing. 

For  muscular  movement  it  is  necessary  that  the  muscle  of  the  forearm 
be  upon  the  desk.  To  permit  this,  foolscap  paper  should  be  torn  or  cut  so 
that  but  half  of  its  length  is  used  at  a  time. 

Keep  the  wrist  above  the  paper,  and  glide  the  hand  on  the  tips  of  the 
third  and  fourth  fingers. 

Movement. — With  the  left  hand  take  hold  of  the  muscle  of  the  right 
forearm,  move  it  forward  and  backward  and  roll  it  from  side  to  side  on  the 
bone.  It  is  pliable  and  will  allow  enough  movement  to  reach  the  scope  of 
ordinary  capitals,  without  sliding  on  the  desk.  This  action  is  called  mus- 
cular movement. 

This  movement  may  be  acquired  by  a  course  of  training  on  movement 
exercises,  and  simple  letters,  not  in  a  few  weeks  or  a  term,  but  possibly 
during  a  school  year.  Do  not  expect  results  too  soon.  Drill  for  speed  and 
for  skill.  Advance  little  and  review  much. 

Rules  for  Practice. — The  following  more  or  less  general  rules  for 
practice  on  movement  exercises  are  valuable,  and  should  be  taught  to  the 
pupils: 

1.  Slow  up  movement  for  short  turns  which  are  especially  difficult. 

2.  On  large  curves  and  oval  turns  use  free  and  unrestrained  movement. 

3.  Stop  an  instant  with  pen  under  control  at   angles    in  last  part  of  w ,. 
v,  I),  f,  q,  o,  and  s. 


WRITING—  FOURTH,  FIFTH,  AND  SIXTH  YEARS,  57 

4.  Make  the  long,  straight  lines  in  stem  and  loop  letters  with  increased 
speed  by  the  aid  of  the  forefinger  and  thumb. 

FIRST  MONTH. 

uGOQOQOO 


})     WjUUUUUUUUU 


Try  first  to  get  a.  free  movement,  then  to  control  it.  For  a  few  days  at 
the  beginning  of  each  lesson  train  the  arm  to  a  free  action  before  taking 
the  pen.  Begin  on  the  traced  oval,  Ex.  1;  go  in  the  direction  indicated 
by  the  arrow,  trace  six  times  and  write  ovals  tangent.  Write  about  twen- 
ty-five ovals  —  150  downward  strokes  per  minute.  Use  care  as  to  (1) 
vertically,  (2)  proportions,  (3)  shape,  (4)  tracing,  (5)  smooth  lines.  Teach 
one  point  at  a  time. 

Write  the  running  oval,  Ex.  3,  compact,  that  is,  strokes  near  together; 
try  to  write  it  even  in  every  way  and  avoid  slant.  Do  not  take  up  more 
than  two  styles  of  ovals  at  any  lesson.  Write  manjr  pages  of  oval  exercises. 

Ex.  4.  Write  (1)  vertically,  (2)  with  uniform  spaces  between  the  letters, 
(3)  with  uniformity  as  to  width  of  loops.  Write  nine  letters  in  a  group  and 
four  groups  to  a  line  of  foolscap. 

Ex.  5.  Use  care  as  to  (1)  vertically,  (2)  uniform  spacing,  (3)  even 
turns  at  bottom. 

Ex.  6.  The  w  is  a  typical  letter  of  groups  1  and  6.  Write  three  letters 
in  a  group,  four  groups  on  a  line,  and  from  three  to  six  lines  per  minute. 

SECOND  MONTH. 


(10) 


Review  !  Review  ! !  Review  ! ! !  About  one  half  of  the  practice  this 
month  should  be  on  exercises  introduced  the  first  month.  They  are  valua- 
ble, and  pupils  can  not  secure  skill  for  them  in  one  month. 

Give  special  attention  this  month  to  Ex's  7,  8,  and  9.  In  the  small  m, 
Ex.  9,  the  three  parts  of  the  letter  should  be  similar,  the  downward  strokes 
vertical,  and  the  turn  at  the  top  broad  and  even.  The  most  difficult  point 
in  Ex's  8  and  9  is  at  the  turn  at  the  bottom  of  the  last  downward  stroke 
of  each  letter.  (See  rule  1,  page  56.) 

Exercises  for  this  and  succeeding  months  are,  many  of  them,  difficult 
and  discouraging  at  first.  Have  much  work  done  at  the  board;  it  is  easier. 
Write  letters  singly,  then  combine  them. 


58  WRITING— FOURTH,  FIFTH,  AND  SIXTH  YEARS. 

THIRD  MONTH. 


(15) 

The  important  thing  for  this  month  is  the  upper  loop.  Study  its  form 
and  work  on  the  letters  singly  at  first.  Ex.  12  is  easier  than  one  of /'^ only. 
Put  the  curve  in  the  upward  strokes  of  the  loop  and  make  the  down- 
ward stroke  straight.  Loops  are  made  with  a  rather  quick,  but  not  jerky, 
upward  and  downward  motion.  Slow  up  the  movement  at  the  lower  part  of 
/,  b,  D,  and  the  last  part  of  u,  //,  /«,and  n.  Give  one  fourth  of  this  month's 
work  to  review  exercises.  Drill  frequently  on  small  words  containing  let- 
ters which  have  been  practiced  in  exercises.  Strive  for  speed  on  easy 
exercises. 

FOURTH  MONTH. 


cLdbcL 


•01)    LkALAJu    (W 

<&0) 

The  important  thing  for  this  month  is  the  a,  which  is  found  also  in  d, 
g,  and  q.  Take  a  lesson  on  its  form  first;  notice  that  it  is  almost  a  circle, 
but  for  one  straight  side.  Write  the  a 's  as  large  as  capitals  at  first,  singly 
and  in  groups  of  three.  Extend  and  contract  fingers  to  make  the  stem  of 
d.  In  V,  (7,  and  Y  try  to  get  even  turn  at  top  and  bottom  of  first 
downward  stroke,  avoiding  an  angle  at  the  bottom,  (See  Rule  1,  page  56). 

Review  ovals  and  other  exercises  previously  practiced.  Strive  for 
speed  on  easy  exercises.  Write  many  small  words  combining  letters 
already  learned.  Drill,  drill,  drill. 

FIFTH  MONTH. 


^)  o/t 


trcl 


A  special  effort  this  month  should  be  made  upon  the  lower  loop,  which 
is  found  inj,y,  g,  and  z.  None  of  these  letters  combine  easily  in  a  move- 
ment exercise,  hence  it  is  better  to  take  them  singly  and  in  words. 

Make  j  with  a  quick,  but  not  jerky,  upward  and  downward  motion. 
The  downward  stroke  should  be  straight  and  the  curvature  put  in  the 
upward  stroke.  It  should  be  noted  that  the  o's  in  exercise  22  and  23  are 
too  large. 

Ex.  22.  Close  o's  neatly  at  the  middle  of  the  top. 


ARITHMETIC— SIXTH  YEAR.  59 

Ex.  23.  In  the  word  "good"  are  four  ovals  which   should  be  neatly 
closed. 

SIXTH  MONTH. 


Ex.  25.  Write  wo,  ow,  and  wowo,  (See  Rule  3,  page  56).     See  Rule  4, 
page  57,  for  /,  in  Ex.  26,  and/in  Ex.  27. 

Devote  one  third  of  the  time  for  writing  this  month  to  the  advanced 
exercises  25-28,  one  third  to  review,  and  one  third  to  body  writing. 
SEVENTH  MONTH. 

J_      J 

(fl.  9). 


8  X 


Ex.  29.  Write  the  downward  strokes  of  p  parallel.  Make  the  first  part  by 
the  aid  of  forefinger  and  thumb,  with  quick  movement;  on  the  second  slow 
up  the  movement  to  get  broad,  even  turns  at  top  and  bottom.  Exercises 
31  and  32,  (See  Rule  1,  page  56). 

Devote  one  third  of  the  time  for  writing  this  month  to  advance  exer- 
cises 29-32,  one  third  to  review,  and  one  third  to  body  writing. 

EIGHTH  MONTH. 

Review  and  drill  especially  on  capitals. 


ARITHMETIC. 

Pupils  now  take  up  some  advanced  text-book.  Arithmetic  is  presented 
more  as  a  science  that  the  logical  dependence  of  its  topics  may  be  seen. 
Formal  definitions,  principles,  and  rules  should  be  developed,  objectively 
stated  and  memorized  before  leaving  a  subject.  Pupils  should  be  taught 
not  to  rely  upon  the  answers  in  the  text,  but  to  test  their  work  themselves. 
Insist  upon  clear-cut  explanations  and  accuracy  in  the  use  of  mathemat- 
ical language.  Do  not  permit  them  to  say  "will  be,"  or  "  would  be," 
instead  of  is  or  was.  Use  each  where  the  sense  demands  it — not  one.  In 
concrete  problems  involving  fractions,  clear  thinking  is  promoted  by  stat- 
ing "  of  what  "  after  the  simple  fraction. 

FIRST  MONTH. 

Notation  and  numeration  to  six  periods.  Laws  of  the  decimal  system. 
Roman  notation  and  its  laws.  Addition — teach  pupils  to  group  in  adding 
columns.  Compare  addition  in  the  decimal  s^'stem  with  addition  in  com- 
pound denominate  numbers.  Pursue  same  plan  in  subtraction.  Teach 
correct  method  of  finding  difference  between  dates  by  counting  by  years, 
calendar  months,  and  the  remaining  days. 


60  ARITHMETIC— SIXTH  YEAR. 

SECOND  MONTH. 

Principles  of  multiplication.  Show  that  product  and  multiplicand 
must  have  same  unit.  Show  that  in  such  a  problem  as  "  How  many  hours 
in  365  days,"  24  can  be  used  as  the  multiplier  only  by  first  making  the 
multiplicand  a  number  of  hours.  Multiplication  of  denominate  numbers. 
Teach  aliquot  parts  of  10  and  100,  and  short  method  of  multiplying  by 
them.  Teach  short  methods  of  multiplying  by  such  numbers  as  100,  600, 
17,  71,  998.  Division — partition  and  measurement.  Partition  of  compound 
numbers.  Division  when  divisor  is  an  aliquot  part  of  100.  Analysis  of 
many  concrete  problems  in  partition  and  measurement.  Changing  meas- 
urement problems  to  partition.  Frequent  reviews  of  definitions  and  prin- 
ciples. 

THIRD  MONTH. 

Properties  of  numbers.  Teach  prime  numbers  to  100.  Learn  prime 
factors  of  all  numbers  to  100.  Tests  of  divisibility  for  2,  3,  4,  5,  6,  8,  9,  10. 
How  to  find  prime  factors  of  a  large  number.  Develop  the  principles  of 
cancellation  and  straight  line  analysis. 

FOURTH  MONTH. 

See  that  every  principle  is  clearly  illustrated.  Fractions.— By  means 
of  divided  paper  circles,  folded  sheets,  and  divided  lines  show  that  the 
denominator  (1)  is  the  number  of  fractional  units  in  the  standard  one,  (2) 
shows  the  size  of  the  fractional  unit,  (3)  names  the  fractional  unit.  Classes 
of  fractions  according  to  value,  form,  notation.  The  six  principles.  Re- 
duction of  fractions  to  lowest  terms.  At  this  point  take  up  greatest 
common  divisor.  Method  by  factoring,  method  by  division.  Reduction 
of  mixed  numbers  to  simple  fractions,  improper  fractions  to  mixed  num- 
bers. Fractions  to  equivalent  fractions  of  higher  terms. 

FIFTH  MONTH. 

Addition  of  fractions.  Reduction  of  fractions  to  equivalents  having  a 
common  denominator.  At  this  point  take  up  least  common  multiple. 
Teach  method  by  factoring.  Insist  upon  clear  and  full  explanations. 
Practice  finding  L.  C.  M.  of  small  numbers  by  inspection.  Addition  of 
two  fractions  whose  numerators  are  alike.  Addition  of  mixed  numbers. 
Pursue  same  method  with  subtraction  of  fractions. 

SIXTH  MONTH. 

Multiplication  of  a  fraction  by  an  integer:  (1)  by  multiplying  number 
of  fractional  units  f  X  4  =  ^r.  (2)  by  multiplying  size  of  fractional  units 
f  X4  =  f.  (3)  by  multiplying  size  of  fractional  units  by  one  factor  of 
multiplier,  the  number  of  fractional  units  by  the  other;  as  fX4  =  fX2  = 
*£-.  Show  that  when  multiplier  is  a  fraction  there  are  two  operations,  par- 
tition and  multiplication,  either  of  which  may  precede  the  other. 

Division  of  a  fraction  by  an  integer,— three  cases  similar  to  those  in 
multiplication.  When  divisor  is  a  fraction,  first  reduce  dividend  and 
divisor  to  equivalents  having  the  same  fractional  unit.  Later,  show  that 
the  inverted  divisor  is  the  quotient  of  1  divided  by  the  divisor. 

SEVENTH  MONTH. 

Complex  fractions.  Find  what  part  one  number  is  of  another.  Find 
a  number  when  a  specified  part  of  it  is  given.  Show  that  these  two  are 


ELEMENTARY  HISTORY— SIXTH  YEAR.  61 

respectively  measurement  and  partition.      Study  a  good  list  of  miscel- 
laneous problems. 

EIGHTH  MONTH. 

Decimals.— Reading  and  writing — use  "and"  only  in  reading  mixed 
numbers.  See  that  such  forms  as  .0£,  300.010,  .310,  .0300,  7.00f,  .07f  are 
understood.  Carefully  pronounce  and  spell  names  of  the  orders.  Reduc- 
tion of  common  fractions  to  decimals.  Show  when  a  pure  decimal  is 
obtained.  Show  that  otherwise  we  may  express  the  result  as  a  complex 
decimal,  an  approximate  decimal,  or  a  repeating  decimal.  Addition  and 
subtraction  of  complex  decimals.  Multiplication  and  division  of  decimals. 
Pay  special  attention  to  correct  placing  of  point.  Limits  of  accuracy. 
Teach  that  divisor  and  dividend  should  be  multiplied  so  as  to  make  divisor 
integral  in  such  cases  as  689. 74 -f-  .93f. 


ELEMENTARY  HISTORY. 

This  work  is  arranged  in  the  form  of  biographies,  for  the  history  of 
any  nation  consists  chiefly  of  the  biographies  of  its  great  men.  The  per- 
sonal element  in  history  is  what  attracts  and  interests  the  child.  Every 
life  is  a  concrete  sermon.  The  deeds  of  heroes,  whether  good  or  bad, 
teach  with  telling  effect  the  worth  of  virtue  and  the  value  of  a  noble  life. 

Every  historical  event  has  a  geographical  setting  which  should  be 
studied  in  connection  with  the  event.  Make  free  use  of  maps. 

It  should  be  kept  in  mind  that  the  purpose  of  the  work  is  to  teach 
United  States  history  and  therefore  events  associated  with  these  biogra- 
phies in  time  and  place  should  be  studied  in  connection  with  them.  Do 
not  make  the  work  too  heavy.  Fix  facts  by  means  of  stories,  "historical 
burs,"  when  possible. 

Historical  Beading. — The  following  books  will  be  found  excellent 
historical  reading  in  connection  with  the  elementary  history.  They  pro- 
vide "the  flesh  and  blood"  for  the  skeleton  given  below.  The  habit  of 
investigating  any  subject — reading  books,  papers,  magazines,  anything' 
bearing  on  the  subject,  and  inquiring  among  friends  for  the  desired  infor- 
mation, is  a  very  valuable  one  that  should  be  formed  early.  For  this 
work  the  pupils  of  the  sixth  year  are  not  too  young.  If  a  taste  for  history 
be  developed  and  a  love  for  our  own  dear  country  be  kindled,  the  work  in 
history  will  be  well  done  and  the  purpose  of  its  use  in  school  accomplish- 
ed. The  list  prices  of  books  are  given  when  known.  American  History 
Stories,  by  Mara  L.  Pratt,  (Educational  Publishing  Co.,  four  volumes,  50 
cents  each);  Glascock's  Stories  of  Columbia,  (Pupils'  Reading  Circle,  70 
cents);  Grandfather's  Chair,  (Houghton,  Mifflin  &  Co.,  45  cents);  Scud- 
der's  George  Washington,  (Houghton,  Mifflin  &  Co.,  75  cents);  Autobiog- 
raphy of  Franklin,  (50  cents);  Pioneer  History  Stories  by  McMurry,  (Pub- 
lic School  Publishing  Co.,  50  cents) ;  Uncle  Tom's  Cabin,  various  editions; 
Baldwin's  Four  Great  Americans — Washington,  Franklin,  Webster,  and 
Lincoln,  (See  Pupil's  Reading  Circle  list  1897-8,  50  cents) 

FIRST  MONTH. 

Discoveries  and  Explorations.— Columbus. — Birth,  time  and  place; 


62 


ELEMENTARY  HISTORY-SIXTH  YEAR. 


boyhood;  education,  \vool  comber,  sailor;  manhood,  his  theory,  applies 
for  aid,  his  patrons,  four  voyages,  discoveries,  his  death,  conclusion. 
The  Cabots.  —  ln  whose  employ,  first  voyage,  results;  second  voyage, 
results.  De  Solo.  —  Mississippi  river;  burial.  Captain  John  Smith. — 
Nationality,  early  adventures,  explorations  on  the  coast  of  Virginia,  his 
management  of  the  Jamestown  colony,  Indian  wars,  accident,  return  to 
Virginia,  death. 

Write  a  composition  regularly  once  a  month,  selecting  subjects  from 
the  history.  In  order  to  succeed,  system  must  be  used.  1.  Have  a  com- 
position book  in  which  to  copy  compositions.  2.  Assign  a  subject,  and 
let  the  class  spend  some  time  in  examining  authorities,  studying  and 
thinking  over  the  subject.  3.  An  outline  should  be  arranged  by  the 
teacher,  and  the  subject  treated  orally.  4.  Write  the  composition  on  paper 
used  in  school  exercises.  5.  Teacher  then  correct  spelling,  capitals, 
grammar,  etc. 

For  first  month,  Columbus  or  John  Smith  may  be  chosen  for  the  sub- 
ject and  outlined  as  follows: 


Columbus. 


fl.  Birth. 
2.  Boyhood. 


3.  Manhood. 


f  Place. 
\  Date. 

(Education. 
Wool  comber. 
Sailor. 
His  theory. 
Applies  for  aid. 
His  patrons. 
Four  voyages. 
Discoveries. 
His  death. 
Conclusion. 


Pupils  should  use  their  own  language,  not  what  is  memorized  from 
books.  Distinguish  different  kinds  of  composition,  as  narrative,  biog- 
raphy, history,  and  description;  prose  and  poetry. 

SECOND  MONTH. 

Henry  Hudson. — Nationality,  in  whose  employ,  purpose  of  voyage, 
discoveries,  results.  Captain  Myles  Standish.— Nationality,  profession,  a 
Puritan,  founding  Plymouth  colony,  its  government,  services  as  a  soldier, 
union  of  New  England  colonies— why  ?  Roger  Williams.— Occupation, 
banishment — why?;  founded  Providence  colony,  went  to  England— why? 
William  Penn. — Religious  views,  grant  of  Pennsylvania,  Philadelphia, 
treaty  with  Indians,  government  of  colony.  James  Oglethorpe. — Grant  of 
Georgia — his  object,  Savannah  founded,  government,  prosperity. 

THIRD  MONTH. 

Lord  Baltimore. — Religious  views,  grant  of  Maryland— liis  object, 
Claiborne,  settling  his  claim.  Toleration  Act.  Benjamin  Franklin.— 
Parentage,  education,  apprenticeship,  occupation,  Poor  Richard's  Almanac, 
public  services  as  postmaster  general,  assemblyman,  minister  to  France, 
as  scientist.  Daniel  Boone.— Early  life  in  Pennsylvania  and  North  Caro- 
lina, crosses  into  Tennessee  and  then  into  Kentucky,  settles  Boonesborough . 
Kentucky;  thrilling  adventures  with  Indians  and  wild  beasts;  moves  to 


ELEMENTARY  HISTORY-SIXTH  YEAR.  6£ 

Missouri,  death.  Other  pioneers  in  the  Mississippi  valley — James  Robert- 
son, John  Sczn'er,  George  Rogers  Clarke,  LaSalle,  Joliet,  Marquette,  and 
Hemicpin . 

FOURTH  MONTH. 

George  Washington.— *Q\rih,  when  and  where;  residence,  education, 
sports;  public  surveyor;  services  in  the  French  and  Indian  war;  services 
in  the  Revolution;  state  causes  of  the  war,  its  progress  and  close;  his 
services  as  President,  condition  of  states  at  close  of  war;  Articles  of  Con- 
federation, the  Federal  Constitution;  elected  President,  length  of  service, 
what  accomplished,  first  cabinet,  judiciary,  mint  and  bank,  French 
troubles,  new  states,  retirement  from  public  life,  death,  where  buried. 

FIFTH  MONTH. 

Thomas  Jefferson.— Education,  inheritance,  accomplishments,  Declara- 
tion of  Independence,  state  papers,  purchase  of  Louisiana,  death.  Robert 
Fulton. — Boyhood,  his  paddle-wheel  fishing  boat,  iron  bridges,  his  diving- 
boat,  torpedo,  steamboat — its  service  in  settling  the  West..  William  Henry 
Harrison  —Governor  of  Indiana  territory,  battle  of  Tippecanoe  in  war  of 
1812,  battle  of  the  Thames  in  Canada,  elected  President,  death— why? 

SIXTH  MONTH. 

Andrew  Ja ckso n.— Boyhood,  part  in  Revolution,  stories  illustrating  his 
character,  in  War  of  1812,  battle  of  New  Orleans,  Indian  war  in  the  South; 
purchase  of  Florida,  elected  President;  first  steam  railroad  in  the  United 
States — how  railroads  helped  to  settle  the  West.  Professor  Morse.— A 
painter,  conceives  idea  of  telegraph,  difficulties,  aids  and  success  in  invent- 
ing and  patenting  his  machine,  first  telegraph  line,  Atlantic  cables  (Cyrus 
Field), the  telephone,  what  these  have  done  for  us  socially  and  commer- 
cially. 

SEVENTH  MONTH. 

Abraham  Lincoln.  —  Early  life  and  training,  education,  physical 
strength,  trip  to  New  Orleans,  a  rail  splitter,  his  honesty,  surveyor,  a 
lawyer,  elected  to  the  Legislature,  Congress,  presidency  of  the  United 
States.  In  this  connection  study  the  essential  movements  of  the  Civil 
war,  result  of  the  war.  His  death. 

EIGHTH  MONTH. 

Since  the  War.— Impeachment  of  President  Johnson,  constitutional 
amendments,  purchase  of  Alaska;  the  Pacific  railroad,  Treaty  of  Wash- 
ington, panic  of  1873,  Centennial  Exhibition,  Indian  wars,  disputed  elec- 
tion, railroad  riots,  yellow  fever,  assassination  of  President  Garfield, 
civil  service  reform.  Columbian  Exposition. 


64  READING-SEVENTH  YEAR. 

SEVENTH  YEAR. 


TEXT-BOOKS— Fifth  Reader,  Advanced  Grammar,  Arithmetic,  Geography, 
History,  and  Physiology. 

READING.— Fifth  reader.  HISTORY.  —  Discoveries  to  Constitutional 

ORTHOGRAPHY.— Rules,  terms,  etc.  period. 

GRAMMAR  AND  COMPOSITION.  — Etymol-  PHYSIOLOGY.— Physiology  completed. 

ogy,  practical  composition.  SCIENCE.— See  "Observation  Work." 

ARITHMETIC.— Business  arithmetic.  GENERAL  EXERCISES.— Music,  Drawing, 
WRITING.— Business  and  social  forms.  Morals  and  Manners. 

GEOGRAPHY.— Mathematical  and  political 


READING. 

Complete  about  sixty  per  cent  of  fifth  reader.  The  teacher  is  referred 
to  what  has  been  said  of  reading  in  the  fourth  reader  grade.  All  that 
applies  to  that  grade  may  be  utilized  in  the  advanced  division.  Ability  to 
read  well  can  only  be  attained,  as  proficiency  in  the  other  branches  is,  by 
study  and  practice,  by  regular  and  continued  effort.  Random  work,  work 
without  a  well  laid  plan,  will  accomplish  but  little.  The  efforts  exerted 
must  be  steady.  If  a  fifth  reader  is  dispensed  with,  as  some  have  advised, 
something  as  good  or  better  must  take  its  place,  such  as  supplementary 
reading  of  the  proper  grade,  consisting  of  good  selections  taken  from  the 
best  American  and  English  authors. 

Supplementary  Beading.— The  following  books  are  recommended 
for  this  grade  in  addition  to  those  named  in  sixth  year  elementary  history: 
Burrough's  Sharp  Eyes  and  Other  Papers,  (Houghton,  Mifflin  &  Co.); 
Lamb's  Tales  of  Shakespeare,  (Ginn  &  Co.  and  Houghton,  Mifflin  &  Co.) ; 
Hawthorne's  Tales  of  White  Hills,  (Houghton,  Mifflin  &Co.);  Holmes' 
Grandmother's  Story  of  Bunker  Hill,  (Houghton,  Mifflin  &  Co.);  Whit- 
tier's  Snow-Bound  and  Other  Poems,  (Houghton,  Mifflin  &  Co.);  Shake- 
speare's Merchant  of  Venice;  Hale's  The  Man  Without  a  Country,  (Rob- 
erts Bros.,  Boston.)  Guerber's  Story  of  the  Greeks,  Story  of  the  Romans, 
Story  of  the  Chosen  People,  three  volumes,  (American  Book  Co.). 


ORTHOGRAPHY. 

To  the  Teacher.— Read  the  suggestions  at  the  head  of  spelling  for  fifth  year. 
Practical  work  in  spelling  and  pronunciation  are  still  prominent,  although  some  atten- 
tion is  given  to  a  systeniatic  study  of  orthography.  Have  all  terms  in  orthography  fully 
illustrated  so  that  pupils  will  comprehend  their  meaning,  rather  than  give  formal  defini- 
tions which  may  not  be  understood.  Reniember  that  the  work  here  given  is  suggestive 
rather  than  exhaustive,  and  that  much  is  to  be  supplied  by  the  teacher.  The  lists  of 
words  for  pronunciation  from  month  to  month  may  be  used  profitably  at  roll  call  instead 
of  having  pupils  answer  "present." 

Alternation.— The  orthography  of  the  seventh  and  the  eighth  years  is  arranged  to 
alternate,  and  to  keep  up  the  plan  of  alternation  as  it  began  in  the  Course  of  1894  teach 
eighth  year  orthography  during  1897-8,  and  what  is  given  below  during  1898-9,  and  so 
continue  to  alternate. 

FIRST  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  physiology,  and 
history. 

2.  Select  and  define  a  list  of  words  in  which  tend  (to  stretch)  enters 
as  a  part;  as,  attend,  extend,  distend. 

3.  Elementary  sound  defined.     Number  of  elementary  sounds  in  the 
English  language.    Three  classes  of  elementary  sounds ;  vocals  or  tonics, 


ORTHOGRAPHY-SEVENTH   YEAR.  65 

subvocals  or  subtonics,  aspirates  or  atonies.  Cognate  sounds.  Review 
elementary  sounds  and  diacritical  marks  used  in  representing  them. 
Phonotypy  defined. 

4.  Write  a  list  of  words  to  illustrate  the  rule  that,  "  Silent  final  e  is 
dropped  when  a  suffix  beginning  with  a  vowel  is  added."    Give  exceptions. 

5.  Pronunciation    and    diacritical    markings  of  the    following  words: 
aerial,  alas,  alkali,  antique,  aorta,  ant,  aunt,  apricot,   Arab,  archipelago, 
architect,  arctic,  auxiliary,  bacon,  bade,  banana,  bevel,  bomb,  bulk,  caught. 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,   geography,  physiology,  and  history. 

2.  Select  and  define  a  list  of  words  containing  pel  (to  drive);  as,  expel, 
propel,  compel. 

3.  Letter  defined.     Alphabet  defined.     Number  of  letters  in  English 
alphabet  with  some  interesting  facts  about  the  history  of  our  alphabet. 
Name  of  a  letter.     Power  of  a  letter.     Letters  divided  according  to  form 
into  capitals,  small  capitals,  and  small  or  lower  case  letters.     (Why  called 
lower   case   letters?)     Different   styles    of   letters   used   in  printing;    as, 
Roman,  Italic,  script,  etc.     Different  sizes  of  letters  used  in  printing;  as, 
Nonpareil  or  6  point,  Brevier  or  8  point,  Long  Primer  or  10  point,  Pica  or 
12  point,  etc. 

4.  Write  a  list  of  words  to  illustrate  the  rule  that,  "  Silent  final  e  is 
retained   when    a   suffix   beginning  with  a  consonant   is    added."     Give 
exceptions. 

5.  Pronunciation  and  diacritical  markings   of   the    following   words: 
cayenne,    chasten,  civil,  comrade,  conclusion,   constitution,  coral,  deaf, 
dessert,    dictionary,    dishonest,    docile,    dog,    doth,    duty,   erring,    error, 
examine,  extraordinary,  faucet. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,   geography,  physiology,   and  history. 

2.  Select  and  define  a  list  of  words  containing  ply  (to  fold);  as,  apply, 
comply,  multiply. 

3.  Letters  divided  into  vowels  and  consonants.     Seven  vowels:  a,  e,  i, 
o,  zt,  w,  andjy.    When  are  w  andjy  vowels?     When  consonants  ?    When  is 
i  a  consonant  ?     When  is  u  a  consonant  ?     Diphthong,  proper  and  improper 
or  digraph.     Triphthong,  proper  and  improper  or  trigraph.     Make  a  list 
of  words  to  illustrate  the  different  diphthongs  and  triphthongs. 

4.  Write  a  list  of  words  to  illustrate  the  rule  that,   "  When  a  suffix  is 
added  to  a  word  ending  injy,  preceded  by  a  consonant,  the y  is  changed  to 
z."     Note  exceptions. 

5.  Pronunciation  and   diacritical    markings    of    the  following  words: 
February,  fetid,    fifth,    florist,  foreign,    forest,    forge,    fortnight,    geyser, 
gooseberry,    grovel,    halibut,    heaven,    hog,  horror,  hovel,    indisputable, 
interesting,  isothermal,  Italic. 

FOURTH  MONTH. 
1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 


66  ORTHOGRAPHY— SEVENTH  YEAR. 

the  month  in  grammar,  arithmetic,   geography,  physiology,  and  history. 

2.  Select  and  define  a  list  of  words  containing  mil  (to  send) ;  as,  trans- 
mit, remit,  commit. 

3.  Consonants  divided  into  labials  (b,f,  m,  p,  v,  w,  and  wh);  dentals 
(j,  s,  z,  ch,  s/i,  zh,  soft  c,  and  softg);  linguals  (d,  I,  n,  r,  t,y,  aspirate  ///, 
and  subvocal  th);  palatals  (k,  g,  x,  hard  c,  hard  g,  and  ng).     Define  mute 
and  semivocal.     Consonants  divided  into  subvocal  letters  (6,  d,  hardly, 
soft  g,  I,  m,  n,  r,  v,  w,y,  z,  subvocal  ///,  zh,  and  ng);  and  aspirate  letters 
(£,  f,  fi,  k,  p,  q,  s,  t,  aspirate  th,  ch,  sh,  and  ith). 

4.  Write  a  list  of  words  to   illustrate  the  rule  that,    "Monosyllables 
and  words  accented  on  the  last  syllable  ending  with  a  single  consonant 
preceded  by  a  single  vowel,  double  the  final  letter  on  receiving  a  suffix 
beginning  with  a  vowel."     Xis  never  doubled. 

5.  Pronunciation    and   diacritical  markings  of    the  following  words: 
jaundice,  jaunt,  jog,  kernel,  kitchen,  lair,  laths,  Latin,  launch,  laundry, 
laurel,  legislature,  length,  lesson,  level,  licorice,  linen,    masculine,   mas- 
sacred, matronly. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  physiology,  and  history. 

2.  Select  and  define  a  list  of  words  containing  vert  (to  turn) ;  as,  con- 
vert, subvert,  divert. 

3.  Silent  letter  defined.     Four  uses  of  silent  letters;  to  modifv  sounds 
of  other  letters  in  same  syllable,  to  indicate  pronunciation,  to  determine 
meaning  of  words,  to  show  derivation. 

4.  Write  a  list  of  words  to  illustrate  the  rule  that,  "A  final  consonant, 
where  it  is  not  preceded  by  a  single  vowel,  or  when  the  accent  is  not  on 
the  last  syllable,  should  remain  single  when  a  suffix  is  added." 

5.  Pronunciation   and   diacritical  markings  of    the  following  words: 
mensuration,  miscellany,  mischief,  moral,  moths,  mountainous,  mouths, 
mussel,  nape,  ne'er,  neuralgia,  neuter,  niche,  nomad,  novel,  oasis,  oaths, 
obstacle,  offer,  office. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  physiology,  and  history. 

2.  Select  and  define  a  list  of  words  containing  pose,  (to  put  or  place); 
as  compose,  transpose,  expose. 

3.  Write  a  list  of  words  to  illustrate  the  principle  that,  "A  constituting 
or  ending  an  unaccented  syllable  is  short  Italian  a." 

4.  Write  a  list  of  words  to  show  that,  "E  final  is  silent  when  preceded 
by  another  vowel  in  the  same  syllable." 

5.  Pronunciation  and  diacritical  markings   of    the   following   words: 
orthoepy,  ought,  parent,  paths,  patriotism,  patronage,  philosophy,  piazza, 
pistil,  plateau,  pollen,  pommel,  portrait,  prairie,  precise,  pretty,  pronun- 
ciation, raisin,  resin,  romance. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  physiology,  and  history. 


GRAMMAR  AND  COMPOSITION-SEVENTH  YEAR.  67 

2.  Select  and  define  a  list  of  words  containing  tract  (to  draw) ;   as, 
attract,  detract,  subtract. 

3.  \Vrite  a  list  of  words  to  illustrate  the  principle  that,  "JS  constitut- 
ing or  ending  a  syllable  is  long." 

4.  Write  a  list  of  words  to  show  that,  "B  is  usually  silent  before  t  or 
after  m  in  the  same  syllable." 

5.  Pronunciation  and  diacritical   markings  of   the   following   words: 
route,  routine,   sacrament,    sagacious,    salve,    satin,    saunter,   secretary, 
scoff,  scallop,  seven,  sheaths,  shekel,  similar,  soft,  solemn,  solution,  soot, 
sought,  sovereign. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  physiology,  and  history. 

2.  Select  and  define  a  list  of  words  containing  meter  (a  measure) ;  as, 
barometer,  chronometer,  perimeter. 

3.  Write  a  list  of  words  to  illustrate  the  principle  that,  "O  constitut- 
ing or  ending  a  syllable  is  long." 

4.  Write  a  list  of  words  to  show  that,  "Cis  silent  before  k  in  the  same 
syllable." 

C  is  also  silent  in  czar,  czarina,  victuals,  muscle,  corpuscle,  indict,  indicter,  indict- 
ment, and  Connecticut. 

5.  Pronunciation  and  diacritical  markings   of   the  following   words: 
spherical,  student,  stupid,  suite,  swollen,  taught,  thither,  thought,  torrid, 
toward,  treason,  tripod,   trough,  tune,  tyranny,   Uranus,  usurp,    valise, 
victuals,  woman. 


GRAMMAR  AND  COMPOSITION. 

Alternation.— The  work  of  the  seventh  and  eighth  years  is  arranged  to  alternate, 
and  that  the  alternation  which  began  with  the  Course  of  1894  may  be  continued  without 
interruption,  the  work  of  the  eighth  year  should  be  studied  during  1897-8,  that  of  the 
seventh  year  during  1898-9,  and  so  continue  to  alternate  from  year  to  year. 

ENGLISH  COMPOSITION. 

English  composition  to  be  done  well  must  be  done  regularly.  All 
exercises  should  be  written  in  black  ink  on  good  white  paper.  Paper  of 
the  same  size  should  be  used  by  all  pupils.  There  should  always  be  a 
good  margin  on  the  left  side  of  the  paper.  The  teacher  should  correct  all 
exercises,  and  if  they  are  not  neatly  and  legibly  written,  should  have 
them  re-written.  Good  mechanical  form  is  the  first  essential  of  good  com- 
position work.  The  purpose  of  composition  is  not  to  teach  the  pupil  to 
make  bad  prose  out  of  good  poetry,  or  skillfully  to  copy  the  thoughts  of 
others,  but  is  to  express  his  own  thoughts  naturally  and  simply.  The 
following  exercises  should  seldom  be  more  than  one  hundred  words  in 
length.  Do  not  allow  abbreviations  in  composition  work. 

FIRST  MONTH. 

Sentences.— Define.  Lead  pupils  to  see  their  parts— subject  and 
predicate.  Illustrate  in  many  ways  from  grammar  and  reader.  Classify 
with  respect  to  use,  and  with  respect  to  form.  Practice  classifying  sen- 
tences in  reading  lessons.  In  the  composition  work  cause  pupils  to  find 


68  GRAMMAR  A\i,  COMjeUoiTlON— SEVENTH  YEAR. 

illustrations  of  all  they  have  learned.  Teach  pupils  how  to  form  complex 
and  compound  sentences.  Observe  the  difference  between  members  and 
clauses. 

ENGLISH   COMPOSITION. 

1.  Write  a  friendly  letter  to  ;some  boy  or  girl  whom  you  know,  telling 
of  the  events  of  the  week,  and  asking  for  some  information.     Place  the 
date  on  the  first  two  lines  at  the  right,  and  begin  on  the  third  line  at  the 
left  with  his  name;  thus, 

URBANA,  ILLINOIS, 
March  23,  1897. 
MY  DEAR  BOB, — 
End  this  letter  with  "  Sincerely  yours,"  and  your  own  name. 

2.  Imagine  your  mother  away  from  home  and  write  her  a  letter  telling 
her  what  has  happened  since  she  has  been  gone.     Begin  as  in  (1),  and 
sign  yourself  so  as  to  express  your  real  feeling. 

3.  Write  a  brief  newspaper  account  of  a  runaway,  giving  time,  place, 
cause,  and  result.     Tell  only  the  things  people  want  to  know. 

4.  Write  a  description  of  some  one  whom  you  like  and  whom  the  class 
know,  mentioning  the  facts  concerning  age,  size,  dress,  features,  habits, 
and  character  which  would  make  it  possible  for  the  class  to  recognize  the 
person  described. 

SECOND  MONTH. 

The  Noun.— Define.  Write  lists  of  all  nouns  in  reading  lessons. 
Classify  the  nouns  of  these  lists  into  proper  and  common.  Note  how 
nouns  may  change  classes.  Classify  common  nouns  into  class  nouns, 
abstract,  collective,  and  verbal.  Readers  will  supply  large  lists.  They 
should  be  studied  until  these  distinctions  are  clear,  and  nouns  classified 
readily. 

Properties.— Gender,  define.  Classify  the  lists  already  collected. 
Review  ways  of  distinguishing  the  genders.  Study  person  in  the  same 
way.  Observe  that  few  nouns  are  in  the  first  person.  Why?  Study 
number  same  way.  Study  and  practice  on  unusual  rules  for  forming 
plurals.  Note  how  plurals  of  letters,  figures,  etc.,  are  formed.  Case. 
Use  not  only  the  lists  already  made,  but  collect  others,  and  drill  on  apply- 
ing definitions.  Be  sure  to  review  case  after  studying  the  verb.  The 
following  is  a  good  model  for  written  parsing: 

'  'John  studies  grammar. ' ' 

John,  p.  n.,  m.  g.,  3  p.,  s.  n.,  n.  c.,  according  to  rule  (state  it.). 

Studies,  v.,  reg.,  (give  parts)  tr.,  a.  v.,  c.  f.,  ind.  m.,  pres.  t.,  3  p.,  s. 
n.,  rule,  etc. 

Make  the  class  able  to  parse  the  nouns  in  any  ordinary  reading  lesson. 

ENGLISH  COMPOSITION. 

1.  Write  a  note  to  Simon  Rose,  Gilman,  Illinois,  and  ask  him  to  pay 
$50  which  he  has  owed  you  for  one  year.     Place  the  date  on  the  first  two 
lines  at  the  right,  his  name  and  address  on  the  next  two  at  the  left,  and 
on  the  fifth  line  below  this  "Dear  Sir,  —  "     End  this  letter  with   "Very 
truly  yours,"  and  your  name. 

2.  Write  a  brief  account  of  a  social  party  held  in  your  neighborhood 


GRAMMAR  AND  COMPOSITION— SEVENTH  YEAR.  69 

telling'  when,  where,  and  why  it  was  held,  and  how  the  people  were  enter- 
tained. 

3.  Write  a  description  of  some  stranger  whom  you  have  lately  seen. 
See  (4)  first  month. 

4.  Write  a  note  to  your  teacher  asking  her  to  excuse  your  absence 
from  school  and  giving  reasons  for  such  absence.     Begin  this  with  her 
name  at  the  left  as :     "  My  dear  Miss  Brown,  —  "     End  with  ' '  Very  respect- 
fully yours,"  and  your  name.     Put  the  date  at  the  end  on  the  left  side. 

THIRD  MONTH. 

The  Verb.— Learn  full  definition.  Form  lists  from  readers,  and 
classify  into  verbs  denoting  action,  denoting  being,  denoting  state. 
Classify  all  verbs  denoting'  actions  into  transitive  and  intransitive,  and 
define.  To  the  intransitive,  add  verbs  denoting  being  and  state.  Study 
the  copula.  The  verbs  sometimes  used  as  copulative  verbs.  Study  parti- 
ciples; every  transitive  verb  has  six  participles;  every  intransitive  verb, 
three  participles.  Write  participles  of  verbs  listed.  Find  and  write  many 
sentences  containing  them.  Classify  verbs  with  respect  to  form.  Learn 
the  principal  parts  of  verbs  listed.  Study  lists  of  irregular  verbs  given 
in  text-books  as  to  principal  parts.  Note  three  classes:  1.  Parts  all 
alike;  2.  Two  parts  alike;  3.  No  two  alike.  Learn  definition. 

Voice  and  Mode.— Practice  with  reader  on  changing  from  one  voice 
to  another.  In  this  practice  lead  pupils  to  see  that  intransitive  verbs  have 
but  one  form.  Auxiliaries;  learn  list.  Mode;  define.  Make  lists  of  verbs 
from  readers,  and  classify  the  modes.  Learn  forms  of  modes  by  observing" 
the  auxiliaries  which  help  make  each. 

ENGLISH   COMPOSITION. 

1.  Write  a  description  of  the  house  in  which  you  live  selecting  details 
with  reference  to  size,   shape,   location,   and  surroundings  which  would 
make  it  seem  a  pleasant  place  to  live. 

2.  Write  a  description  of  such  a  home-plan  as  you  would  like  to  have 
for  your  own. 

3.  Write  a  note  of  invitation  to  a  party  to  be  given  at  your  house  on 
the  evening  of  Thanksgiving  Day.     Begin  and  end  this  note  as  in  the 
first  month,  excepting  that  the  date  is  at  the  end  left  side. 

4.  Write  a  note  declining  the   invitation   written   last   week   giving 
reasons.     Begin  and  end  as  in  that  note. 

FOURTH  MONTH. 

Tense.— Define.  Three  general  divisions.  Relative  divisions.  Again 
form  lists  of  verbs  from  readers,  and  classify  tenses.  Teacher  and  pupils 
study  and  criticise  lists  in  class  till  all  are  correct.  Observe  number  of 
tenses  in  each  mode,  and  their  forms.  Write  forms  of  each  verb  in  all 
modes  and  tenses.  Person  and  number  of  verbs.  Note  change  of  verb 
for  third  person  singular,  and  for  solemn  style.  Define  conjugation,  and 
study  conjugation  of  to  be.  Note  its  principal  parts,  am  or  be,  was,  been. 
Learn  this  rule  and  practice  it:  "  With  have,  has  and  had,  use  the  perfect 
participle  to  form  the  perfect  tenses."  Learn  the  principal  parts  of  go, 
and  other  irregular  verbs.  Study  and  state  formation  of  each  tense  in 
each  mode.  Conjugate  fly,  fall,  rise,  etc.  Write  conjugations  in  full. 


70  GRAMMAR  AND  COMPOSITION-SEVENTH  YEAR. 

Note  use  of  auxiliaries  to  show  tenses.  Observe  change  to  agree  in  per- 
son and  number,  to  aid  in  smooth  and  easy  articulation.  Criticise  your 
own  composition  on  these  points. 

ENGLISH   COMPOSITION. 

1.  Write  a  short  newspaper  account  of  the  Thanksgiving  party  men- 
tioned  last  month,  giving  time,  place,  object,  if   any,  and    manner    of 
entertaining  guests.     Tell  always  what  those  who  were  not  present  would 
like  to  know. 

2.  Write  a  note  to  Clyde  M.  Myers,  Tuscola,   Illinois,  thanking  him 
for   a   book   which   he   has    sent   you.     Begin  your  note   "My  dear  Mr. 
Myers,"  and  end  as  in  (3),  third  month. 

3.  Write   a   paragraph   on    "What   I    should   like   Christmas."     Tell 
naturally  and  specifically  the  things  you  really  want,  going  somewhat  into 
detail. 

4.  Write  a  page  on  "Why  I  like  Winter,"  giving  definite  reasons  why 
it  seems  to  you  a  pleasant  season,  and  illustrating  these  reasons. 

FIFTH  MONTH. 

Conjugation. — Study  conjugation  of  transitive  verbs  in  both  voices. 
Observe  likenesses  and  differences.  In  passive  voice  only  one  of  the  prin- 
cipal parts  appears.  Conjugate  see,  shake,  and  slay.  Why  name  principal 
parts?  Define  synopsis.  Make  synopsis  in  full  of  all  verbs  studied.  The 
forms  already  studied  are  called  the  common  forms.  Study  emphatic,  pro- 
gressive, and  solemn  forms.  Note  defective  and  redundant  verbs.  Again 
study  table  of  irregular  verbs,  and  compare  with  regular  verbs.  Conju- 
gate and  compare  the  transitive  verb  lay  and  intransitive  verb  lie  (to 
recline).  Same  with  set  and  sit.  Review.  Parse  exercises  furnished  by 
text-book  and  by  readers. 

ENGLISH  COMPOSITION. 

1.  Write   a  short  composition   on  "How  I  Spent  Christmas."    Tell 
where  you  were,  what  you  did,  and  what  presents  you  received  and  gave. 

2.  Write   the   biography   of    some   person   you   know.     Consult   any 
biography  for  method. 

3.  Write  a  short  composition  on  "  My  First  Visit  to  the  County  Fair." 
Tell  of  only  a  few  things  you  saw  and  how  they  impressed  you. 

4.  Write  an  answer  to  the  letter  you  wrote  in  (1),  first  month,  begin- 
ning and  ending  as  in  that  letter.    Answer  the  questions  asked  in  the 
first  letter  before  you  tell  anything  new. 

SIXTH  MONTH. 

Pronouns. — Define.  Search  reader  for  kinds  of  pronouns.  Classify 
list  into  personal,  relative,  and  interrogative.  Learn  definition  of  each 
accurately.  Study  personal  pronouns.  Put  all  forms  of  each  class  into 
one  list  and  learn  declension.  Study  order  of  parsing  and  models.  Crit- 
icise your  own  language  and  composition  with  reference  to  correct  use  of 
pronouns  in  predicate. 

Adjectives.— Study  the  adjective;  define.  Make  lists  as  before, 
classifying  by  definitions  into  descriptive  and  definitive.  Classify  defini- 
tives into  articles,  pronominals,  and  numerals,  or  as  your  text  classifies 
them.  Study  comparison  and  note  classes  that  admit  of  comparison. 


ARITHMETIC— SEVENTH  YEAR.  71 

ENGLISH   COMPOSITION. 

1.  Re-tell  a  short  funny  story  which  you  have  heard.     Keep  the  amus- 
ing part  until  the  last. 

2.  Write   a   paragraph   on    "My   First   Valentine."     Tell   when   you 
received  it,  what  was  on  it,  and  who  sent  it. 

3.  Write   an    autobiography.     Use    any   biography   you   choose   as   a 
pattern,  and  tell  only  the  events  of  your  life  which  affected  you  most. 

4.  Write  a  paragraph  on  "  What  I  Saw  on  My  Way  to  School."     Try 
to  tell  what  the  neighborhood  in  which  you  live  looks  like.     Select  only 
important  things. 

SEVENTH  MONTH. 

Adverbs.— Define.  Make  lists  as  before.  Classify  into  adverbs  of 
time,  place,  cause,  manner,  and  degree.  Comparison;  order  of  parsing, 
and  models. 

Prepositions  and  Conjunctions.  —  Learn  list  and  classify  into 
co-ordinate  and  subordinate;  sub-class,  if  time  permits.  Study  order  of 
parsing  and  models  for  same;  notice  models  for  parsing  correlatives,  and 
combinations  of  words  used  as  conjunctions. 

Interjections.— Practice  parsing  many  miscellaneous  selections,  and 
review  the  noun. 

ENGLISH   COMPOSITION. 

1.  Write  a  short  composition  on  "One  Day  in  School."     Pick  out  a 
definite  day  and  tell  what  happened.     Give  only  the  events  which  do  not 
ordinarily  occur. 

2.  Write  a  personal  description  of  yourself,  or  of  some  one  whom  the 
teacher  may  select.     See  (4),  first  month. 

3.  Write  a  paragraph  on  "  Preparing  for  the  Central  Examination." 

4.  Write  a  paragraph  on  "  Sowing  Oats,"  and  tell  how  it  is  done  so 
that  one  who  never  saw  the  work  would  understand. 

EIGHTH  MONTH. 

Review.— Review  the  verb  and  all  other  parts  of  speech.  Learn  defi- 
nitions, forms,  and  terms  thoroughly. 

The  Expletive.— Its  construction  in  the  sentence.  Drill  on  the  use 
of  it,  there,  and  that  as  expletives. 

ENGLISH  COMPOSITION. 

1.  Write  a  paragraph  on   "My  Garden— the  Seed."    Tell  what  you 
saved  yourself,  what  you  bought,  the  kinds,  their  appearances,  etc. 

2.  "  My  Garden— Planting."     Tell  how  the  ground  was  made  ready, 
how  deep  and  in  what  special  manner  you  planted  each  variety  of  seed. 

3.  "  My  Garden — Cultivating."     Tell  details  of  looking  after  the  plants 
and  watching  them  grow. 

4.  "  My  Garden — What  I  Raised."     Your  garden  may  or  may  not  turn 
out  well,  tell  definitely  just  what  the  result  was. 


ARITHMETIC. 

This  year  is  devoted  to  business  arithmetic,  percentage  and  its  appli- 
cations, and  bookkeeping.  In  the  applications  of  percentage  it  is  of  the 
highest  importance  that  the  pupils  understand  the  elements  of  the  subject 
to  which  percentage  is  applied.  Questions  in  civics  and  economics  must 


72  ARITHMETIC-SEVENTH  YEAR. 

be  investigated.     In  the  work  in  bookkeeping  pupils  should  use  flat  cap 
paper,  ruling  it  as  required. 

Alternation.— The  arithmetic  of  the  seventh  and  that  of  the  eighth  year  is  arranged 
to  alternate,  and  following  the  order  of  alternation  in  the  other  branches  the  work  of  the 
eighth  year  should  be  taught  during  1897-8,  and  that  of  the  seventh  year  during  1898-9, 
and  so  continue  to  alternate  from  year  to  year. 

FIRST  MONTH. 

Percentage.— Teach  the  subject  as  a  case  of  fractions.  Use  the 
same  forms  of  analysis.  Study  the  three  general  problems:  To  find  any 
per  cent  of  a  number,  to  find  what  per  cent  one  number  is  of  another, 
and  to  find  a  number  when  a  specified  per  cent  of  it  is  known.  Show 
that  these  problems  are  respectively  multiplication,  measurement,  and 
partition.  Show  that  in  each  case  the  percentage  problem  is  more  readily 
solved  as  a  problem  in  simple  fractions,  if  the  rate  is  an  aliquot  part  of 
100.  Give  many  problems  of  the  latter  type.  Teach  pupils  to  express 
steps  of  the  solution  in  a  series  of  equations.  Always  state  "  per  cent  oj 
what." 

SECOND  MONTH. 

Profit  and  Loss. — Commission  and  brokerage.  Stocks  and  bonds. 
Write  a  stock  certificate,  a  bond.  Stock  investments.  See  that  the  differ- 
ence between  shares  of  stock  and  bonds  is  clearly  seen. 

THIRD  MONTH. 

Interest. — Teach  one  method  only  to  beginners.  Teach  the  correct 
method  of  finding  interval  between  two  dates.  Many  of  our  text-books 
do  not  teach  the  method" that  is  legal  in  Illinois.  Partial  payments.  Dis- 
cuss and  write  the  various  forms  of  notes,  endorsements,  etc. 

FOURTH  MONTH. 

Discount.  —  True  discount,  bank  discount,  commercial  discount, 
compound  interest.  General  problems  in  simple  interest. 

FIFTH  MONTH. 

Bookkeeping.  —  Bookkeeping,  cash  accounts,  account  of  boy  at 
school,  cash  account  in  small  businesses.  The  balance  of  the  cash  ac- 
count should  show  the  amount  on  hand  at  any  time.  Personal  accounts, 
debit  and  credit,  simple  accounts  with  persons  in  ordinary  business  and 
trades  Dictate  a  few  transactions  each  day.  Write  checks  and  drafts- 
time  drafts  and  sight  drafts.  Study  the  arithmetic  of  these  subjects. 
Exchange.  Also  show  what  causes  make  the  rate  of  exchange  at  a 
premium  or  at  a  discount. 

SIXTH  MONTH. 

Bookkeeping.— Personal  accounts  continued  for  practice  and  to  fix 
correct  ideas  of  what  an  account  is.  Find  what  the  difference  between  the 
two  sides  of  a  personal  account  shows.  Gain  and  loss  accounts,  accounts 
kept  with  a  small  business;  as,  a  field  of  wheat,  a  field  of  corn,  a  farm, 
etc.  Get  an  exact  notion  of  the  real  meaning  of  an  account  of  this  kind. 

Taxes.— Study  our  Illinois  tax  system.  Who  levy  state  tax,  county 
tax,  township  tax,  road  and  bridge  tax,  and  school  tax?  The  assessor 
and  the  various  boards  of  equalization.  The  county  clerk  determining 
the  rates  and  extending  the  taxes.  The  collector  and  the  machinery  for 
enforcing  payment.  Obtain  local  levies  and  assessments  and  calculate 
taxes,  school  taxes,  road  and  bridge  taxes,  etc. 


WRITING-SEVENTH  AND  EIGHTH  YEARS.  73 

SEVENTH  MONTH. 

Bookkeeping.— Continue  gain  and  loss  accounts.  Compare  the 
three  kinds  of  accounts,  and  fix  carefully  the  exact  meaning  of  each  and 
the  results  obtained  from  each.  Financial  statements  and  papers.  Write 
notes,  checks,  receipts,  drafts,  and  make  out  bills.  Write  up  accounts 
and  draw  off  statements  of  the  condition  of  the  business.  Forms  will  be 
found  in  most  text-books.  Equation  of  payments. 

EIGHTH  MONTH. 

Insurance. — Read  an  insurance  policy.  What  determines  the  rate? 
Who  should  not  insure  ?  Should  schoolhouses  be  insured  ?  The  adjuster. 
Should  the  full  amount  of  policy  be  paid  in  case  of  total  loss  ? 

United  States  Revenues.— Ad  valorem  and  specific  duties— relative 
advantages.  Internal  revenues— alcoholic  liquors,  tobacco,  and  postal 
revenues.  Partnership. 

WRITING— Seventh  and  Eighth  Years. 

Business  Forms.— Teach  not  only  the  forms,  but  penmanship,  Eng- 
lish composition,  and  suitable  content  of  subject  matter.  Let  every  lesson 
be  one  in  penmanship.  Teach  the  features  of  good  vertical  writing,  which 
are  verticality,  simplicity,  well  rounded  letters,  short  stems  and  loops, 
small  and  simple  capitals,  and  uniform  spacing.  Teach  one  at  a  time, 
and  give  special  attention  to  paragraphing,  indenting,  and  margins. 

Letter  Writing.— The  necessary  requisites  of  a  good  letter  are: 
1.  That  it  should  be  legible.  2.  That  it  should  state  definitely  where 
written,  when,  by  whom,  and  to  whom.  3.  That  it  should  begin  and  end 
courteously  and  appropriately.  4.  That  the  style  should  depend  upon  the 
relations  between  the  writer  and  the  one  to  whom  he  writes,  the  circum- 
stances under  which  he  writes,  and  that  about  which  he  writes. 

Pupils  learn  to  write  good  English  by  practice;  give  them  much  drill 
in  social  and  business  letter  writing. 

FIRST  MONTH. 

Business  Letters.— Business  letters  should,  as  a  rule,  be  short;  but 
should  omit  no  information  necessary  to  a  proper  understanding  of  the 
business  in  hand.  The  meaning  should  te  so  clear  as  to  admit  no  possi- 
bility of  a  misunderstanding.  Tesch  a  model  form,  then  furnish  data 
from  day  to  day  which  pupils  may  give  proper  wording  and  put  in  form. 
Include  many  varieties  of  letters,  pertaining  to  various  kinds  of  business. 

SECOND  MONTH. 

Social  Letters.  —  Social  letters  are  of  various  kinds.  Adapt  the 
style  to  the  nature  of  the  case,  (See  4,  under  Letter  Writing).  For  exam- 
ples write:  (1)  A  short  note,  asking  a  friend  to  spend  an  evening  with 
you;  (2)  a  reply,  accepting  the  invitation;  (3)  a  reply,  declining  the 
invitation;  (4)  a  more  formal  note,  introducing  a  frierd  to  another;  (5)  a 
formal  invitation  in  the  third  person;  (6)  a  petition  to  a  facultv,  or  some 
person  or  persons  in  authority;  (7)  a  familiar  letter  of  friendship  to  an 
old  acquaintance. 

THIRD  MONTH. 

Notes.— Distinguish  between  (1)  negotiable  and  non-negotiable  notes; 
(2)  individual  and  joint  notes;  (3)  time  and  demand  notes ;  (4)  bills  receiv- 


74  GEOGRAPHY-SEVENTH  YEAR. 

able  and  bills  payable.  Teach  the  meaning  of  "or  order,"  "or  bearer," 
"maker,"  "payer,"  "payee,"  and  "endorser."  Show  model  forms, 
furnish  data,  and  give  pupils  practice  on  all  kinds  of  notes. 

FOURTH  MONTH. 

Receipts  and  Checks.— Teach  receipts,  checks,  certificates  of  deposit, 
and  deposit  slips.  From  bankers  and  other  business  men  may  be  gotten 
blanks  for  these  forms,  possibly  enough  to  supply  the  class  with  models. 
A  receipt  should  state  (1)  what  was  received;  (2)  where;  (3)  when;  (4)  of 
whom;  (5)  by  whom,  and  (6)  on  what  account. 

FIFTH  MONTH. 

Drafts.— Distinguish  sight  drafts  and  time  drafts.  Teach  the  mean- 
ing of  "drawer,"  "payee,"  and  "drawee."  Compare  notes  and  drafts. 
A  note  has  necessarily  two  parties,  the  maker  and  the  payee;  a  draft  has 
three  parties,  the  drawer,  the  payee,  and  the  drawee.  Compare  an 
accepted  draft  and  a  note.  Show  how  exchange  is  carried  on  by  means  of 
drafts. 

SIXTH  MONTH. 

Bills.— Bills  may  be  for  goods  bought,  for  services  rendered,  or  for 
services  rendered  and  for  material.  Almost  every  business  man  has 
printed  bill-heads.  Secure  blanks,  familiarize  pupils  with  forms  of  bills, 
and  give  them  practice  in  writing  bills  for  as  many  different  kinds  of 
business  as  practicable. 

Cash  Account. — Teach  the  form  of  an  account,  the  purpose  of  a 
cash  account,  the  principle  of  debiting  and  crediting,  and  the  method  of 
balancing.  Teach  pupils  to  do  neat  ruling  and  to  keep  their  columns  of 
figures  straight. 

SEVENTH  MONTH. 

Personal  Accounts.— Personal  accounts,  merchandise  accounts,  and 
the  daybook. 

EIGHTH  MONTH. 

Review.— Review  work  of  the  year,  giving  special  attention  to  busi- 
ness correspondence. 


GEOGRAPHY. 

For  the  Teacher.— Before  attempting  to  teach  this  work  the  teacher 
himself  should  know  it.  At  least  he  should  read  it  through  carefully,  and 
if  he  finds  that  there  are  some  things  in  it  that  he  does  not  fully  under- 
stand, let  him  go  to  work  and  master  them.  He  will  find  this  course  more 
profitable,  both  for  himself  and  his  pupils,  than  to  waste  time  in  growling 
about  the  "difficulty"  of  the  work.  The  work  is  not  difficult,  at  least  it 
is  not  too  difficult  for  the  pupils  to  master,  if  the  teacher  knows  it  and  has 
studied  how  to  present  it  to  the  best  advantage.  Besides,  work  that  is 
not  somewhat  difficult  is  of  little  worth.  It  does  not  promote  growth. 
Time  spent  upon  it  is  time  wasted,  and  the  children's  time  is  too  precious 
to  be  spent  for  naught.  This  work  is  intended  to  call  forth  a  reasonable 
amount  of  effort,  on  the  part  of  teacher  and  pupils.  That  is  all. 

Alternation. — The  geography  for  seventh  and  eighth  years  is  arranged  to  alternate. 
Following  the  order  of  alternation  of  the  Course  of  1894,  have  a  class  in  eighth  year 
geography  during  1897-8,  and  in  seventh  year  geography  during  1898-9,  and  so  con- 
tinue to  alternate. 


GEOGRAPHY-SEVENTH  YEAR.  75 

FIRST  MONTH. 

Mathematical  and  Astronomical  Geography.— Define  point,  line, 
surface,  plane,  circle,  circumference,  arc,  radius,  diameter,  solid  (physical 
and  mathematical) ,  sphere.  Form  of  the  earth;  six  proofs  of  its  rotundity. 
Proofs  of  the  earth's  rotation,  direction  of  rotation,  time,  relation  of  rota- 
tion to  day  and  night.  Define  earth's  axis  (show  difference  between  axis 
and  axle),  poles,  equator,  parallels,  meridians,  latitude,  longitude,  great 
circle  of  a  sphere,  small  circle* 

Define  oblate  spheroid.  Give  four  proofs  of  the  earth's  oblateness. 
How  much  shorter  is  the  polar  diameter  than  the  equatorial  ?  What  would 
be  the  "  flattening  "  at  each  pole  of  a  twelve-inch  globe  if  "  flattened  "  in 
the  same  proportion  as  the  earth  ?  Circumference  of  the  earth  at  the 
equator?  At  parallel  60?  Velocity  of  places  on  the  equator  due  to  the 
rotation  of  the  earth  on  its  axis  ?  Length  of  time  required  to  walk  around 
the  earth,  walking  thirty  miles  a  day? 

What  is  the  earth's  orbit?  Its  shape?  Plane  of  the  earth's  orbit? 
Other  name  for  this  ?  It  always  passes  through  what  two  points  ?  Draw 
diagram  of  the  earth's  orbit,  mark  and  name  four  principal  points  in  the 
orbit,  and  give  meaning  of  names.  When  is  the  earth  at  each  of  these 
points  ?  Between  which  two  is  it  to-day  ?  In  what  time  does  the  earth 
make  a  revolution  around  the  sun  ?  Relation  of  this  revolution  to  the 
change  of  seasons  ?  How  far  is  the  earth  from  the  sun  ? 

What  are  the  tropics  ?  Number  ?  Why  in  their  present  position  ? 
What  are  the  polar  circles  ?  Why  in  their  present  position  ?  Were  the 
axis  of  the  earth  perpendicular  to  the  plane  of  its  orbit,  where  would  the 
tropics  be  ?  The  polar  circles  ?  Were  it  declined  45  degrees  from  a  perpen- 
dicular, where  would  the  tropics  be  ?  The  polar  circles  ?  What  would 
then  be  the  width  of  each  zone?  What  is  the  width  now?  Were  the 
axis  declined  as  above  supposed,  how  would  the  winters  in  Illinois  com- 
pare with  the  winters  now  ?  The  summers  ?  Why  so  ?  Would  the  change 
be  a  desirable  one  ?  Why  ?  Do  you  see  how  much  is  determined  by  the 
declination  of  the  earth's  axis  from  a  perpendicular  to  the  plane  of  its 
orbit  ?  What  ? 

SECOND  MONTH. 

Mathematical  Geography  Continued. — The  sun  always  shines  on 
half  of  the  earth.  The  great  circle  of  the  earth  that  separates  the  illu- 
mined half  from  the  half  in  darkness  is  the  day  circle,  or  circle  of  light. 
Were  the  axis  of  the  earth  perpendicular  to  the  plane  of  its  orbit,  the  day 
circle  would  always  pass  through  what  two  points  ?  Were  the  axis  de- 
clined 35  degrees  from  a  perpendicular  to  the  plane  of  its  orbit,  how  far 
would  the  day  circle  move  from  the  poles  ?  How  far  does  it  move  now  ? 
Which  has  the  longer  day  in  summer,  St.  Paul  or  the  City  of  Mexico  ? 
Which  has  the  longer  day  in  winter  ?  Why  so  ? 

The  vertical  line  of  any  observer  always  passes  through  what  two 
points?  Define  each  of  these  points,  also  the  vertical  line.  What  is  the 
horizon  (Distinguish  between  the  visible  horizon  and  the  mathematical)? 
One's  vertical  line  is  always  how  related  to  his  mathematical  horizon  ? 
The  mathematical  horizon  of  an  observer  at  the  equator  passes  through 
what  two  points  ?  The  mathematical  horizon  of  an  observer  at  either 
pole  would  coincide  with  what  great  circle  of  the  earth  ? 


76  GEOGRAPHY-SEVENTH  YEAR. 

Since  it  takes  the  earth  twenty-four  hours  to  rotate  on  its  axis,  through 
how  many  degrees  will  any  point  on  its  surface  pass  in  one  hour?  In 
three  hours  ?  In  fifteen  minutes  ?  In  one  minute?  Four  minutes?  The 
difference  in  longitude  between  two  places  is  ten  degrees,  what  is  the 
difference  in  time  ?  What  is  the  difference  in  time,  if  the  difference  in 
longitude  is  twelve  degrees  ?  Twenty  minutes  ?  etc. 

North  America.— Position,  including  bbundarie.8  and  latitude  and 
longitude. 

Size.— Rank  compared  with  the  other  continents.  Area  in  square 
miles.  How  many  farms  of  a  quarter  section  each  would  it  make? 

Shape.— What  continents  resemble  it  in  shape?  The  longest  side? 
The  shortest  ? 

Outline  or  Contour.— The  principal  projections  and  indentations?  Do 
not  teach  every  little  twist  and  turn  of  the  coast.  Confine  your  efforts  to 
what  is  important.  Be  wise  in  selecting.  Much  time  is  wasted  on  non- 
essentials. 

Surface  or  belief  .—Make  three  divisions— plains,  plateaus,  mountains. 
Name  and  locate  the  three  great  systems  of  highlands,  a  few  of  the  more 
important  ranges  in  the  Atlantic  and  Pacific  highlands,  and  a  few  of  the 
highest  peaks.  Do  not  assign  a  place  to  be  learned  simply  because  it  is 
in  the  book;  have  a  better  reason.  Think  out  why  it  was  put  in  the  book. 
Notice  that  in  the  Americas  the  highlands  are  along  the  border,  the  plains 
in  the  interior. 

THIRD  MONTH. 

Xorth  America  Continued. — Drainage. — Divide  the  continent  into 
slopes  and  basins — as  the  Atlantic  slope,  the  Pacific  slope,  the  Arctic 
slope;  the  St.  Lawrence  basin,  the  Mississippi  basin,  the  Rio  Grande 
basin,  the  Colorado  basin,  and  the  Utah  basin.  Locate  these  on  the  wall- 
map  and  point  out  the  "divides"  or  water-partings  that  separate  them. 
Give  one  or  more  of  the  principal  rivers  in  each,  tell  where  it  rises,  the 
direction  in  which  it  flows,  and  what  it  flows  into.  Remember  that  you 
can  take  but  a  few  rivers  at  most,  and  that  size  does  not  always  make  a 
river  important.  The  Concord,  Merrimac,  and  Chickahominy  rivers  are 
small,  yet  they  are  very  important  to  American  children. 

Again,  do  not  teach  too  many  rivers.  A  pupil's  knowledge  of  geog- 
raphy can  not  be  justly  measured  by  the  number  of  places  which  he  can 
name  and  locate.  Be  strong  enough  to  confine  your  teaching  to  that 
•which  is  important.  Teach  well  what  you  undertake. 

Climate.— Temperature  and  moisture.  The  temperature  is  affected  by 
distance  from  the  equator,  by  elevation  above  sea  level,  and  by  local 
causes.  Give  illustrations.  Moisture  is  affected  by  the  situation  of  a 
place  with  reference  to  the  sea  coast,  the  mountains,  by  the  direction  of 
the  prevailing  winds,  and  by  local  causes.  Give  illustrations. 

Vegetation. — Show  the  influence  of  climate  upon  vegetation.  Which 
forms  thrive  best  on  low,  wet  lands  ?  Which  on  dry  up-lands  ?  Can  the 
children  name  all  the  trees  that  grow  within  a  mile  of  the  schoolhouse  ? 
Can  the  teacher  ?  \Vhy  not  ?  Can  they  tell  which  is  the  most  useful  ? 
Can  they  name  all  the  wild  flowers  in  their  neighborhood  ?  Can  the 


GEOGRAPHY-SEVENTH  YEAR.  77 

teacher?  Use  the  vegetation  of  the  home  neighborhood  as  the  key  to  a 
knowledge  of  the  vegetation  of  the  continent.  Teach  the  trees  and  culti- 
vated products  of  the  different  parts  of  the  continent,  dwelling  on  their 
comparative  importance. 

Animals.— Domestic  and  wild.  The  usefulness  of  the  different  domes- 
tic animals.  The  wild  animals,  size,  habits,  usefulness.  Let  the  children 
name  and  describe  the  animals  they  saw  in  the  circus  parade,  or  in  the 
menagerie.  Be  sure  to  show  the  influence  of  climate  on  both  vegetable 
and  animal  life,  and  the  dependence  of  climate  on  latitude  and  altitude; 
so  your  pupils  may  see  the  causal  relation  running  through  the  work. 

Man. — The  different  races  dwelling  in  North  America  at  present.  Occu- 
pations— such  as  agriculture,  manufactures,  mining,  commerce,  lumbering, 
and  fishing;  and  the  part  of  the  continent  in  which  each  is  carried  on  to 
the  greatest  extent. 

Political  Divisions, — Give  countries  only.  Compare  them  in  several 
respects.  In  following  the  outline  use  the  text-book  freely,  especially  the 
pictures.  If  you  have  reference  books,  be  sure  to  designate  the  volume 
and  page,  and  even  the  paragraph  to  which  your  pupils  are  to  refer, 
Much  time  is  wasted  by  children  in  using  reference  books. 

Write  the  above  plan  on  the  blackboard  where  the  pupils  can  see  it 
daily  until  it  becomes  fixed  in  their  minds.  Call  attention  frequently  to 
the  relation  of  the  topics  to  each  other.  Geography  should  be  largely  a 
study  of  relations. 

FOURTH  MONTH. 

United  States.— Teach  the  United  States  as  a  whole  following  the 
plan  for  the  study  of  North  America.  Teach  ten  of  the  principal  lines  of 
railroads,  a  few  of  the  more  important  canals,  and  the  ten  largest  cities, 
showing  as  far  as  possible  to  what  they  owe  their  growth  and  importance. 
Make  a  special  study  of  Washington  and  New  York,  and  review  carefully 
what  was  taught  in  the  fifth  year  about  Chicago,  adding  such  facts  as  you 
deem  best. 

Government  Land  Survey.— Explain  the  method  of  describing  land 
in  the  government  survey.  Where  does  the  first  principal  meridian  start? 
The  second?  Third?  Fourth?  Where  does  its  base  line  cross 
each  of  these  meridians  ?  What  are  correction  lines  ?  Need  of  such 
lines  ?  How  frequently  do  they  occur  ?  What  part  of  Illinois  described 
by  reference  to  the  second  principal  meridian?  The  Third?  Fourth? 
Which  is  the  school  section  ?  Describe  the  section  on  which  your  school- 
house  stands. 

FIFTH  MONTH. 

The  New  England  States.— Study  as  a  whole  first,  following  the 
plan  for  the  study  of  the  continent  as  far  as  practicable.  [This  sugges- 
tion should  be  followed  also  in  studying  other  groups  of  states.]  Show 
why  New  England  is  so  extensively  engaged  in  manufacturing.  When 
you  have  taught  all  you  care  to  teach  about  the  surface,  drainage,  climate, 
soil,  and  industries,  such  as  lumbering,  quarrying,  agriculture,  fishing, 
manufacturing,  etc.,  locate  these  cities  telling  for  what  each  is  noted; 
Bangor,  Augusta,  Waterville,  Portland,  Portsmouth,  Lawrence,  Lowell, 


78  GEOGRAPHY-SEVENTH  YEAR. 

Manchester,  Concord  (N.  H.),  Concord  (Mass.),  Lexington,  Salem,  Bos- 
ton, Cambridge,  Plymouth,  Fall  River,  Newport,  Providence,  Worcester, 
Hartford,  Springfield,  New  Haven,  Waterbury,  Rutland,  Burlington,  and 
Montpelier.  If  the  city  is  noted  in  history,  give  the  events.  If  it  is  a 
commercial  center,  give  the  principal  exports  and  imports;  if  it  is  a  man- 
ufacturing center,  name  the  principal  articles  manufactured.  This  is  a 
good  place  to  teach  the  value  of  skilled  labor.  New  England  imports  the 
raw  material  and  exports  the  manufactured  products. 

In  like  manner  teach  the  South  Atlantic  and  Middle  Atlantic  States, 
selecting  as  many  of  the  most  important  cities  as  time  will  permit. 
Dwell  on  the  chief  industries,  showing  why  the  people  are  engaged  in 
these  instead  of  in  others. 

SIXTH  MONTH. 

Teach  the  Gulf  States,  with  Tennessee,  Kentucky,  and  the  North 
Central  States  east  of  the  Mississippi  river. 

SEVENTH  MONTH. 

Teach  all  states  not  taught,  and  the  territories.  Give  three  or  four  of 
the  leading  differences  between  a  State  and  a  Territory,  and  show  wherein 
the  Indian  Territory  differs  from  the  others. 

Teach  a  few  facts  about  the  Dominion  of  Canada,  telling  about  its 
extent,  resources,  government,  etc.  Name  the  Provinces  in  order  and 
give  their  capitals. 

EIGHTH  MONTH. 

Spanish -American  Countries. — Teach  the  position,  surface,  cli- 
mate, productions,  and  government  of  Mexico.  Name  and  locate  four  of 
its  principal  cities,  telling  what  you  can  about  each  of  them.  Central 
America  and  the  West  Indies  should  not  receive  as  much  time  and  atten- 
tion as  Mexico. 

South  America.— Study  South  America  as  a  whole  following  the 
plan  for  the  study  of  North  America,  but  not  entering  quite  as  much  into 
details.  Dwell  especially  on  the  basins  of  the  Orinoco,  Amazon,  and  Rio  de 
la  Plata,  giving  their  products  both  natural  and  cultivated.  Make  clear 
to  the  children  why  there  is  so  much  rain  on  the  east  side  of  the  Andes 
in  equatorial  South  America  and  so  little  on  the  west  side,  while  in  the 
southern  part  of  the  continent  the  most  rain  is  on  the  west  side.  Show 
also  that  altitude  has  more  to  do  than  latitude  in  determining  climate, 
and  consequently  vegetable  and  animal  life  in  this  continent.  At  the 
same  time  you  must  be  careful  not  to  give  the  impression  that  latitude  is 
to  be  ignored;  it  counts  for  much,  even  in  South  America.  Teach  about 
the  people,  their  race,  language,  homes,  education,  government,  occupa- 
tions, etc. 

Name  in  order  the  countries  of  South  America,  giving  their  capitals, 
and  telling  what  their  chief  exports  are.  Make  a  special  study  of  Para, 
Rio  Janeiro,  Buenos  Ayres,  Valparaiso,  Guayaquil,  Panama,  and  L,a 
Guayra.  Tell  about  the  Panama  canal. 


UNITED  STATES  HISTORY— SEVENTH  YEAR.  79 

/ 

UNITED  STATES  HISTORY. 

The  study  of  history  is  the  study  of  the  progress  of  our  race.  History 
is  interesting  as  a  romance.  It  may  not  be  as  eccentric  as  fiction,  but  it 
is  quite  as  entertaining,  quite  as  stimulating  to  imagination,  and  far  more 
strengthening  to  memory  and  judgment.  Its  study  cultivates  the  reason, 
making  people  wise  and  energetic.  The  education  of  the  "heroic  age" 
in  every  nation  has  been  the  recounting  and  the  learning  of  the  worthy, 
the  noble  and  inspiring  words  and  works  of  its  great  men.  In  history, 
youth  have  ideals  placed  vividly  before  their  vision,  and  they  choose, 
according  to  their  aptitude,  the  best  examples  for  their  guidance  and 
emulation. 

The  course  of  human  events  is  not  one  of  uninterrupted  progress,  and 
the  helpful  effect  of  a  nation's  intelligence  and  morality,  and  the  disaster 
caused  by  its  immorality  may  be  read  on  every  page.  But  the  book  and 
the  teacher  should  not,  by  dwelling  on  the  immorality  too  much,  lift  it 
into  a  degree  of  importance  which  would  give  it  a  respectability  that 
would  encourage  its  imitation  by  weaker  minds. 

Let  the  noble  and  elevating  thoughts  and  deeds  of  our  honored  coun- 
trymen, whether  expressed  in  daily  life,  in  word,  in  invention,  in  the 
economic  arts,  or  in  the  heroic  struggles  to  secure  and  perpetuate  the 
rights  of  men — grand,  elevating  achievement, — be  the  subject-matter 
which  the  youth  of  our  schools  shall  be  encouraged  to  study  in  United 
States  History.  Let  us  study  the  things  which  promote  peace  and 
progress. 

DIRECTIONS. 

1.  It  is  the  purpose  of  this  outline  to  present  some  central  topics  for 
each  month.     These  topics  are  printed  in  bold-faced  type  at  the  extreme 
left.     Thus,  in  the  first  month  the  topics  are  Preparatory  Study  and  Dis- 
coveries. 

2.  Under  these  central  topics  will  be  found  sub-topics.     These  follow 
one  another,  mainly  in  chronological  order. 

3.  The  stimmary  presents  the  chief  thoughts  found  in  each  month's 
work.     These  are  the  things  to  be  fixed  by  drill. 

4.  The  review  is  intended  to  occupy  about  two  days  at  the  close  of  the 
month. 

5.  The  examination  should  occupy  one  day,  and  it  may  be  oral— the 
pupils  drawing  well  prepared  questions — or  written.     If  written,  the  pupil 
should  have  time  to  present  a  neat,  well  written  paper. 

6.  If  maps  are  not  at  hand,  the  pupils  should  construct  maps.     Never 
teach  a  lesson  without  maps  at  hand.     The  fundamental  notions  in  His- 
tory are  time,  place,  and  men. 

Alternation. — The  history  of  the  seventh  and  eighth  years  is  planned  to  alternate. 
As  this  alternation  began  with  the  Course  of  1894,  the  history  of  the  eighth  year  should 
be  taught  during  1897-8,  that  of  the  seventh  year  during  1898-9,  and  so  continue  to 
alternate. 

FIRST  MONTH. 

Preparatory  Study.— Pupils  should  make  a  map  of  Europe,  Asia, 
and  Africa.  On  this  map  trace  with  colored  pencil  the  commercial  routes 
between  western  Europe  and  southern  Asia.  In  addition  to  the  matter 
found  in  the  text,  on  the  following  subjects,  the  teacher  will  give  carefully 


80  UNITED  STATES  HISTORY-SEVENTH  YEAR. 

prepared  talks  on  Crusades,  Maritime  enterprise,  Marco  Polo,  Geograph- 
ical knowledge,  Northmen,  Printing-press,  Reformation,  Revival  of  learn- 
ing, Consolidation  of  governments.  Pupils  will  take  notes  on  these  talks 
and  return  the  facts  in  either  the  oral  recitation  or  written  exercises. 
Trace  on  the  map  the  career  of  Columbus  from  his  birth  in  Genoa  to  his 
departure  from  Palos. 

Discoveries. — Pupils  should  make  a  map  of  Atlantic  Ocean  with 
eastern  coast  of  the  Americas  and  the  western  coast  of  Europe  and  Africa. 
Show  routes  the  Portuguese  took  to  reach  India.  Trace  Columbus  in  his 
voyages  from  Spain  to  North,  and  South  America.  Explain  the  Pope's 
division  of  the  world.  The  Cabots  first  touch  North  America.  The  nam- 
ing of  America. 

Summary. — 1.  Commercial  activity  of  western  Europe.  2.  Social, 
political,  and  religious  condition  of  western  Europe.  3.  Columbus 's 
preparation  for  his  great  undertaking.  4.  Rivalry  between  Spain  and 
Portugal.  5.  England's  lethargy  and  awakening. 

Review.       Examination. 

SECOND  MONTH. 

Spanish  Explorations  and  Discoveries. — Conquest  and  coloniza- 
tion of  the  West  Indies.  Ponce  de  Leon  in  Florida,  Balboa  and  the  South 
Sea.  Narvaez's  unfortunate  expedition.  De  Soto's  discovery.  Conflict 
of  the  Spaniards  with  the  Huguenots  in  Florida.  Other  Spanish  explora- 
tions. 

English  Explorations  and  Discoveries. — Review  voyages  of  the 
Cabots.  Why  the  English  were  inactive.  Frobi  slier 's  search  for  north- 
west passage.  Gilbert.  Drake.  Raleigh's  attempts  to  settle  Roanoke. 
The  lost  colony. 

French  Explorations  and  Discoveries. — Jean  Ribaut  settles  Port 
Royal  under  patronage  of  Admiral  Coligny.  Cartier's  discovery  of  the  St. 
Lawrence. 

The  New  World.— (North  America.)  Its  extent  compared  with 
European  countries.  Natural  resources.  Rivers,  lakes,  and  coast  inden- 
tations. Climate.  Adaptation  to  occupancy  by  civilized  man.  Its  inhab- 
itants.— Degree  of  civilization  as  indicated  by  cultivation  of  the  soil; 
farming  and  other  implements;  domestic  utensils;  social  and  moral 
qualities;  methods  of  warfare;  religious  notions;  forms  of  government; 
number,  and  tribal  distinctions. 

Reflections. — (Resulting  good  from  Discovery  of  America.)  Increase 
of  geagraphical  knowledge.  An  outlet  for  European  energy.  Riches  of 
the  New  World  enhance  progress  in  the  Old.  Leads  to  mastery  of  the 
science  of  navigation.  Cheapened  living  for  European  peasants.  It  led 
to  the  establishment  of  free  governments.  It  resulted  in  the  spread  of 
Christianity. 

Summary. — 1.  Spain's  explorations  were  in  the  south.  2.  England's, 
in  the  central  eastern  part.  3.  France's,  in  the  St.  Lawrence  Valley. 
4.  The  Ne*v  World  as  found  by  Europeans.  5.  Reflections. 

Review.        Examination. 


UNITED  STATES  HISTORY— SEVENTH  YEAR.  81 

THIRD  MONTH.. 

Permanent  Settlements. — Pupils  will  prepare  a  map  of  the  Atlantic 
States  to  be  completed  as  the  work  of  settlements  proceeds. 

Virginia. — 1607.  The  London  and  Plymouth  companies.  Provisions 
of  the  Charters.  Settlement  of  Jamestown.  Suffering's.  Smith.  Culture 
of  tobacco.  First  General  Assembly,  1619.  This  was  the  first  representa- 
tive government.  Slavery.  Coming  of  the  Cavaliers.  Berkeley's  rule. 
Navigation  laws.  Bacon's  Rebellion. 

New  York. — 1614.  Hudson — his  reception  to  the  Manhattan  Indians. 
Dutch  occupancy  of  the  Hudson  valley.  Patroons.  The  Dutch  governors. 
Transfer  to  the  Duke  of  York. 

Summary. — 1.  Basis  of  English  claim  to  this  territory.  2.  Charters 
and  consequent  changes  in  government.  3.  Sufferings  of  the  colonists. 
4.  The  curse  of  slavery.  5.  Tyranny  of  Berkeley.  6.  The  Dutch  in  the 
New  World. 

Review.        Examination. 

FOURTH  MONTH. 

Massachusetts. — 1620.  Failure  of  the  Plymouth  company.  Status 
of  religious  worship  in  England.  Study  carefully  the  words  Separatists, 
Puritans,  Pilgrims,  Cavaliers,  as  applied  to  the  people  of  this  period. 
Landing  of  the  Pilgrims.  The  Town-meeting.  (This  is  very  significant). 
Contrast  with  House  of  Burgesses  in  Virginia.  Salem  and  intolerance. 
Settlement  of  Boston.  Transfer  of  the  Plymouth  company  to  the  New 
World.  Legislature  or  General  Court.  Banishments.  Harvard.  Eliot's 
work.  The  New  England  Confederacy,  1643.  Its  objects.  Persecution  of 
the  Quakers.  King  Philip's  War.  Salem  Witchcraft.  Massachusetts 
a  royal  province.  Gov.  Andros. 

New  Hampshire. — 1623.  Grant  to  Gorges  and  Mason.  Division  of 
the  territory.  Union  with  Massachusetts. 

Summary. — 1.  Distinction  of  terms.  2.  The  Town-meeting,  a  pure 
Democracy.  3.  Transfer  of  Plymouth  company  to  the  New  World.  4. 
Religious  intolerance  in  the  Massachusetts  colonies.  5.  Founding  public 
schools — higher  education.  6.  The  New  England  Confederacy.  7.  Con- 
flict with  Royalty.  8.  Relation  of  New  Hampshire  with  Massachusetts. 

Review.        Examination. 

FIFTH  MONTH. 

Connecticut. — 1634.  Contest  between  the  Dutch  of  New  York  and 
the  English  of  Massachusetts  for  possession.  Settlement  by  Winthrop 
and  Hooker.  Pequot  War.  Union  of  Hartford, Wethersfield,  and  Windsor. 
New  Haven.  Conflict  with  Royalty.  Charter  Oak. 

Maryland. — 1634.  Objects  in  founding  the  colony.  Freedom.  Loss 
of  Maryland  to  the  Catholics.  Restoration  of  Maryland  to  the  fourth  Lord 
Baltimore.  Mason  and  Dixon's  survey. 

Rhode  Island. — 1636.  Williams 's  banishment  and  settlement  of 
Providence.  Rapid  growth— why?  Settlements  at  Portsmouth  and  New- 
port. The  charter. 

Delaware.— 1638.  Settlement  by  Swedes.  Conquest  by  Dutch,  and 
then  by  the  English.  Sale  to  Penn. 


82  UNITED  STATES  HISTORY-SEVENTH  YEAR. 

Summary. — 1.  Occupancy,  the  basis  of  right  of  possession.  2.  Spirit 
of  the  Hartford  Constitution.  3.  Charter  by  Charles  II.  4.  English 
Catholicism  in  America.  5.  Mason  and  Dixon's  line  dividing  the  free  and 
the  slave  states.  6.  Growth  of  the  "  Liberty  of  Conscience."  7.  Attempt 
to  found  New  Sweden. 

Review.        Examination. 

SIXTH  MONTH. 

The  Carolinas.— 1663.  The  grant  of  Charles  II.  Character  of  the 
colonists.  The  Grand  Model.  Failure;  why?  Culture  of  rice,  indigo, 
and  cotton. 

New  Jersey.— 1617.  Dutch  claim  of  the  territory  between  the  Hud- 
son and  the  Delaware  River.  Possession  taken  by  English,  and  settlement 
of  Elizabethtown.  Purchase  by  Friends.  Change  in  form  of  government. 

Pennsylvania. — 1681.  The  grant  to  Penn.  Settlement  of  Philadel- 
phia. Religious  and  political  freedom — basis  of  government.  Treaty  with 
the  Indians.  Growth  of  Philadelphia. 

Georgia.— 1783.  Oglethorpe's  Plan.  Character  of  the  settlers.  Silk 
culture.  Prohibitory  laws.  Wesley.  Whitefield.  Conflict  with  Spaniards 
of  Florida. 

French  Explorations. — Explorations  of  the  Jesuits  around  the  lakes. 
Joliet  and  Marquette  discover  the  Illinois  and  the  Mississippi.  LaSalle 
takes  possession  of  the  interior  in  the  name  of  the  French  King.  Found- 
ing of  Mobile  and  New  .Orleans  by  the  French. 

Summary. — 1.  Failure  of  Locke's  Feudal  system.  2.  Industries  of 
the  Carolinas.  3.  Popular  government  in  Pennsylvania.  4.  Growth  of  a 
great  city.  5.  Benevolence  of  Oglethorpe.  6.  Restrictive  laws  in  Georgia. 
7.  Activity  of  the  French. 

Review.        Examination. 

SEVENTH  MONTH. 

Claims  to  Territory. — English  hold  the  Atlantic  coast  from  Maine 
to  Florida.  Their  claims  extend  west  to  the  Mississippi  river.  Spaniards 
hold  Florida,  the  West  Indies,  Mexico  and  the  majority  of  Central  and 
South  America.  French  hold  the  St.  Lawrence  river  and  adjacent  terri- 
tory; the  country  near  the  Great  Lakes;  and  the  Mississippi  valley  and 
east  to  the  Alleghany  Mountains.  The  Dutch  and  Swedes  have  been 
dispossessed  by  the  English. 

Four  French  and  Indian  Wars  with  the  English. — King  Wil- 
liam's War,  1689—1697.  Schenectady.  Haverhill.  Port  Royal.  Queen 
Anne's  War,  1702—1713.  Deerfield.  Port  Royal.  Nova  Scotia.  King 
George's  War,  1744 — 1748.  Capture  of  Louisburg.  French  and  Indian  War, 
1754 — 1763.  Encroachment  of  the  French  on  the  Ohio.  Washington's 
message.  Albany  Convention.  Braddock's  effort  to  drive  out  the  French. 
The  English  capture  New  Brunswick.  Pitt.  The  English  capture  Ft.  Du 
Quesne.  Fall  of  Quebec.  Treaty  conditions. 

General  Review. — 1.  Name  the  thirteen  colonies.  2.  Distribution 
of  population.  3.  Social  life  in  the  colonies.  4.  Education  among  the 
people.  5.  Material  improvements — roads,  bridges,  public  buildings,  etc. 
6.  Commerce.  Products  imported  and  exported.  7.  Forms  of  colonial 
governments:  (a)  Royal;  (b)  Charter;  (c)  Proprietary.  8.  How  laws 
were  made.  9.  Interference  in  domestic  affairs  by  the  English  govern- 
ment. 

Examination. 


PHYSIOLOGY— SEVENTH  YEAR.  83 

EIGHTH  MONTH. 

Revolutionary  Period. — Pupils  will  make  a  list  of  the  causes  of  the 
Revolution  and  discuss  each  cause  fully.  First  Continental  Congress. 

The  War  Begun. — Lexington  and  Concord.  The  second  Continen- 
tal Congress.  (See  that  pupils  have  the  right  notions  of  the  make-up  of 
these  congresses,  and  of  their  power.)  Bunker  Hill.  Washington  drives 
the  British  from  Boston.  Attack  on  Fort  Moultrie.  Declaration  of  Inde- 
pendence. Washington's  campaigns  for  the  defense  of  New  York  and 
Philadelphia.  Burgoyne's  invasion.  Howe's  retreat  across  New  Jersey. 
Monmouth.  War  in  the  South.  Arnold's  treason.  Capture  of  Corn- 
wallis.  Treaty. 

Government  of  the  Colonies.— From  July  4,  1776,  to  March  2,  1781, 
the  thirteen  colonies  had  no  Federal  Government.  From  March  2,  1781, 
to  April  30,  1789,  the  colonies  were  under  the  Articles  of  Confederation. 
From  April  30,  1789,  to  the  present  time  we  have  lived  under  the  Consti- 
tution. Ordinance  of  1787.  The  Constitutional  Convention. 

Summary. — 1.  Causes  of  the  war.  2.  The  struggle  for  New  York, 
Boston,  and  Philadelphia.  3.  The  treaty  with  England.  4.  Forms  of 
government.  5.  Northwest  territory.  6.  The  Constitution. 

Review.       Examination. 


PHYSIOLOGY. 

Alternation.— The  work  in  physiology  given  below  and  the  work  in  civics  dis- 
arranged to  alternate.  During  1897-8  teach  civics  as  given  in  the  eighth  year,  and  during 
1898-9  teach  physiology  given  below,  and  so  continue  to  alternate. 

FIRST  MONTH. 

Bones.  —  Use  book.  Define  anatomy,  physiology,  hygiene.  Cells. 
Bones — structure,  uses,  kinds,  composition.  Joints.  Ligaments.  Hygiene 
of  bones. 

SECOND  MONTH. 

Muscles. — Number,  purpose,  kinds,  structure,  contraction.  Hygiene 
of  muscles.  Alcohol  and  muscle. 

Food. — Kinds,  cooking.  Water  should  be  pure.  Cooking  necessary; 
ways  of  cooking.  What  and  how  we  should  eat. 

THIRD  MONTH. 

Ventilation,  Bathing,  Etc. — Pure  air,  avoid  currents,  disinfectants,, 
contagion.  Sleep— necessity;  early  to  bed.  Kidneys.  The  skin — struct- 
ure, sweat  glands,  oil  glands.  Hair.  Bathing— why,  when.  Temperature 
of  body.  Clothing — kinds,  uses,  etc.  Effects  of  alcohol  on  temperature. 

FOURTH  MONTH. 

The  Blood. — Circulation,  amount,  composition,  kinds— arterial  and 
venous.  Pulmonary  artery.  Clotting  of  blood.  The  heart— position, 
structure,  course  of  blood  through,  movements,  and  rest  of.  Pulse, 
arteries,  veins,  capillaries,  structure,  differences.  Effects  of  narcotics- 
and  stimulants  on  heart  and  circulation. 

Respiration. — Larynx,  epiglottis,  trachea,  pleura,  lungs.  How  we 
breathe,  why  we  breathe,  how  to  breathe. 


-84  READING— EIGHTH  YEAR. 

FIFTH  MONTH. 

Digestion.— Necessity  for  food;  alimentary  canal;  mastication;  teeth; 
saliva  and  its  uses;  stomach;  gastric  juice;  hygiene  of  stomach.  Liver; 
trile;  pancreas.  Fluids  concerned  in  digestion.  Conditions  of  a  good 
digestion.  Effects  of  alcohol,  tobacco,  and  opium  on  the  digestive  organs. 
Absorption;  villi;  portal  vein;  thoracic  duct;  lymphatic  glands.  How  the 
•digested  foods  enter  the  circulation.  Lymphatics. 

SIXTH  MONTH. 

Nervous  System.— Brain — white  and  gray  matter,  cerebrum,  cerebel- 
lum, medulla  oblongata.  Spinal  cord.  Nerves.  Reflex  action.  Effects 
of  narcotics  and  stimulants. 

SEVENTH  MONTH. 

The  Senses.— Sense  of  sight;  eye  well  protected;  oil  glands,  tears, 
•eyeball.  How  we  see.  Care  of  eyes.  Sense  of  taste.  Sense  of  smell. 
Sense  of  touch.  Sense  of  hearing.  Structure  of  ear. 

EIGHTH  MONTH. 
Review. — Review  the  work  of  the  vear. 


EIGHTH  YEAR. 


TEXT-BOOKS.— Fifth  Reader,  Advanced  Grammar,  Arithmetic,  Geography, 

History,  and  Civics. 

READING.— Fifth  reader  or  equivalent  in  GEOGRAPHY.— Europe,  Asia,  Africa. 

literature.  HISTORY.— Complete  administrations. 

•ORTHOGRAPHY.— Rules,  terms,  etc.  Civics.  —  General    principles,   State  and 
ORAMMAR    AND  COMPOSITION.  —  Syntax  Nation. 

and  practical  composition.  SCIENCE.— See  "  Observation  Work." 

ARITHMETIC.— Mensuration.  GENERAL  EXERCISES.— Music,  Drawing, 
"WRITING.— See  seventh  year.  Morals  and  Manners. 


READING. 

Fifth  reader  finished  and  reviewed.    For  suggestions  see  seventh  year. 

Supplementary  Heading.— The  following  books  are  recommended 
lor  this  grade:  Lowell's  Vision  of  Sir  Launfal  and  Other  Poems,  (Hough- 
ton,  Mifflin  &  Co.) ;  Lincoln's  Gettysburg  Speech,  (Houghton,  Mifflin  & 
•Co.);  Emerson's  Fortune  of  the  Republic,  (Houghton,  Mifflin  &  Co.); 
Scott's  Ivanhoe;  Burke's  American  Orations,  (Maynard,  Merrill  &  Co.); 
Rolfe's  Selections  from  English  History  in  Prose  and  Verse,  (Harper 
Bros.);  Shakespeare's  Julius  Caesar,  (American  Book  Co.) 


ORTHOGRAPHY. 

Alternation.— Read  the  suggestions  at  the  head  of  orthography  for  seventh  year, 
•also  at  the  head  of  spelling  for  fifth  year.  The  work  given  below  is  arranged  to  alter- 
nate with  orthography  for  seventh  year,  and  should  be  taught  during  1897-8,  and  each 
alternate  year  thereafter. 

FIRST  MONTH. 

1.  Pronounce  and  spell  technical  and  difficult  words  that  appear  in  the 
lessons  of  the  month  in  grammar,  arithmetic,  geography,  history,  and 
•civics. 


ORTIIOGRAI  HY— EIGHTH  YEAR.  85- 

2.  Select  and  define  a  list  of  words  containing  roc  or  vok  (to  call) ;  as,. 
invoke,  revoke,  provoke. 

3.  Syllable  defined.     Spoken  syllable,  written  syllable.     Purposes  of 
syllabication;   to  indicate  correct  pronunciation,  (prevails  in  the  United 
States);  to  show  origin  of  words,  (prevails  in  England).     Names  of  sylla- 
bles; initial,  ultimate  or    final,  penultimate,  antepenultimate,  preantepe- 
nultimate. 

4.  Write  a  list  of  wards  to  show  that  "/>>  is  silent  before  g  in  the  same 
syllable." 

5.  Pronunciation  and  diacritical    markings  of    the    following   words: 
absolve,  acclimated,  acoustics,  adept,  adhesion,   adverse,  aeriform,  aero- 
naut, alibi,  alternate,  analogous,   annihilate,   apropos,   archangel,   aroma,, 
audacious,  balm,  bequeath,  biology,  buoy. 

SECOND  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  history,  and  civics. 

2.  Study  words  containing  vcne  (to  come);  as,  convene,  intervene. 

3.  Accent  defined.     Primary  and  secondary  accent,   and  how  marked. 
General  principles  for  placing  accent.     Make  a  list  of  words   in  which  a 
change  in  accent  will  make  a  change  in  meaning. 

4.  Write  a  list  of  words  to  show  that,  "G  is  silent  before  m  or  ;/  in  the 
same  syllable." 

5.  Mark    diacritically    and     pronounce:      burlesque,     cabal,    caldron, 
caprice,  carmine,    carotid,  cavil,   chaotic,  chasten,  chastisement,  chattel, 
cherubim,    chimera,    chlorine,  chyle,   chyme,  cinchona,   clangor,  codrcil, 
codify. 

THIRD  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  history,  and  civics. 

2.  Study  words  containing  fer  (to  bring  or  bear) ;  as,  transfer,  refer, 
infer. 

3.  Word  defined.    As  to  form  words  are  either  simple  or  compound.    Use 
of  hyphen  in  compound  words.     As  to  origin  words  are  either  primitive  or 
derivative.     As  to  number  of  syllables  words  are  monosyllables,  dissylla- 
bles,   trisyllables,    polysyllables.     Parts  of  a  word;    root,    prefix,  suffix. 
Definition  of  affix. 

4  Write  a  list  of  words  to  show  that,  "//is  silent  when  it  follows  g 
or  r  in  the  same  syllable." 

5.  Mark  diacritically  and  pronounce:  complex,  contour,  corridor, 
corpuscle,  covetous,  critique,  culinary,  curator,  daunt,  debut,  decorous, 
defalcate,  delusion,  demise,  designate,  desist,  despicable,  diastole,  drivel, 
dysentery. 

FOURTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  history,  and  civics. 

2.  Study  words    containing  petid   (to  hang):      as,    suspend,    depend, 
append. 

3.  Write  a  list  of  words  to  illustrate  the  principle  that,  "/constituting 


86  ORTHOGRAPHY— EIGHTH  YEAR. 

or  ending  an  unaccented  syllable  not  initial,  is  always  short,  and  is  usually 
short  even  in  initial  syllables,  if  unaccented." 

4.  Write  a  list  of  words  to  show  that,  "A"  is  silent  before  n  in  the 
same  syllable." 

5.  Mark  diacritically  and   pronounce:      dyspepsia,  encore,  enervate, 
epoch,    equation,  exaggerate,   exhale,  exorbitant,  exponent,  extempore, 
extol,    facade,    fetich,    financial,    florid,    franchise,    garrulous,    gaseous, 
gluten,  grovel. 

FIFTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography   history,  and  civics. 

2.  Study  words  containing  fleet  (to  bend) ;  as,  inflect,  reflect,  deflect. 

3.  Write  a  list  of  words  to  show  that,  "£"  before  terminal  n  should 
always  be  silent  in  participles,  and  also  in  most  other  words." 

4.  Write  a  list  of  words  to  show  that,  "A7"  final  after  /  or  m  is  silent." 

5.  Mark   diacritically   and   pronounce:     hostage,   hypocrisy,   incisor, 
incomparable,  institute,  isolate,  legislature,  lichen,  maelstrom,  menagerie, 
marigold,  maritime,  mistletoe,  moccasin,  model,  mustache,  nasal,  neutral, 
nuptial,  obstacle. 

SIXTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  history,  and  civics. 

2.  Study  words  containing  feet  or  fact  (to  make);   as,  defect,  infect, 
factor. 

3.  Write  a  list  of  worr1'"  to  show  that,   "E  before  terminal  /  should 
usually  be  sounded." 

4.  Write  a  list  of  words  to  show  that,  "  T  is  silent  before  ch  in  the 
same  syllable." 

5.  Mark  diacritically  and  pronounce:     onyx,  orchestra,  oxide,  papaw, 
parquet,  parotid,  pique,  porcelain,  profuse,  prophecy,  prophesy,  pylorus, 
quarantine,  quotient,  rational,  rendezvous,  resource,  reverie,  saline. 

SEVENTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  history,  and  civics. 

2.  Study  words  containing/?/^  (to  pour;  as,  transfuse,  infuse. 

3.  Write  a  list  of  words  to  show  that,  ' '  In  most  words  i  before  terminal 
/  or  n  should  be  sounded." 

4.  Write  a  list  of  words  to  show  that  "  W  is  silent  before  r  in  the 
same  syllable." 

5.  Mark  diacritically  and  pronounce:     sanguine,  sardine,  sarsaparilla, 
satire,   satirist,    schism,    sedentary,    seraph,    siesta,    silhouette,   simoon, 
simultaneous,  sinecure,  sobriquet,  souvenir,  squalid,  squalor,  stupendous, 
subpoena,  subtle. 

EIGHTH  MONTH. 

1.  Pronounce  and  spell  difficult  words  that  appear  in  the  lessons  of 
the  month  in  grammar,  arithmetic,  geography,  history,  and  civics. 

2.  Study  words  containing  sped  (to  look);   as,  expect,  inspect,  pros- 
pect. 


GRAMMAR  AND  COMPOSITION— EIGHTH  YEAR.  87 

3.  Write  a  list  of  words  to  show  that,  "/accented  in  most  words  from 
the  French  has  the  sound  of  long  e." 

4.  Write  a  list  of  words  to  show  that,"  Gh  is  always  silent  after  z,  and, 
when  not  a  substitute  for  f  or  k,  is  also  silent  after  an  and  ou." 

5.  Mark  diacritically  and  pronounce:     suffice,  sumac,  suture,  syncope, 
systole,    tabernacle,    tapestry,    teutonic,    tortoise,    tournament,    trachea, 
tribune,    tympanum,    tyrannic,    unique,    unison,   usurp,    vicar,    vignette, 
virulent. 


GRAMMAR  AND  COMPOSITION. 

Alternation.— The  grammar  and  composition  of  the  seventh  and  eighth  years  is 
arranged  to  alternate,  and  that  the  alternation  which  began  in  grammar  in  1894  may  be 
continued,  the  work  here  given  should  be  studied  during  1897-3-  that  of  the  seventh 
year  during  1898-9,  and  so  continue  to  alternate  from  year  to  year.  Read  what  is  said 
about  English  composition  at  the  head  of  this  subject  in  seventh  year. 

ENGLISH    COMPOSITION. 

Every  piece  of  composition  may  have  one  or  all  of  the  three  essential 
qualities  of  style,  viz.;  clearness,  force,  and  elegance.  The  pupil  should  be 
taught  to  recognize  these  qualities  in  anything  that  he  reads.  (1)  The 
selection  that  has  clearness  we  understand;  (2)  the  selection  that  has  force 
holds  our  attention;  (3)  the  selection  that  has  elegance  pleases  us.  The 
qualities  of  style  are  relative,  then,  and  dependent  upon  our  mental  devel- 
opment and  taste. 

Pupils  should  be  taught  that  they  write  to  communicate  their  thoughts 
to  others  and  what  is  clear,  or  attractive,  or  pleasing  to  the  writer  may  not 
of  necessity  be  so  to  the  reader. 

The  subjects  presented  here  are  almost  wholly  narration  or  description, 
since  these  are  the  two  forms  of  discourse  which  young  pupils  can  handle 
best.  While  practicing  on  these  the  teacher  should  not  neglect  the  ma- 
terial suggested  for  the  preceding  year's  work. 

FIRST  MONTH. 

Nouns,  Pronouns,  and  Verbs.— Review  cases  of  nouns  and  pro- 
nouns. Study  declensions.  Practice  in  readers.  Review  the  whole  of 
the  verb.  Conjugate  a  few  irregular  verbs  with  three  unlike  principal 
parts  and  note  their  uses.  Practice  making  written  synopses.  Review 
the  adverb. 

ENGLISH    COMPOSITION. 

1.  Write  an  application  for  a  position  as  clerk  to  John  I.  Helton,  Loda, 
Illinois,  stating  your  experience  and  other  preparation.     Date  on  the  first 
two  lines  at  the  right,  his  name  and  address  on  the  next  two  at  the  left, 
and  "  Dear  Sir, — "  on  the  fifth  line  underneath  the  address.     End  the  let- 
ter with  "  Very  respectfully  yours,"  and  your  name. 

2.  Write  a  paragraph  on  "  My  Ideal  Man,"  giving  the  specific  charac- 
teristics of  some  man  whom  you  know  and  whom  you  consider  an  ideal. 

3.  Answer  the  letter  in  (1)  and  give  reasons  why  you  can  not  accept 
the  applicant.     Date  and  address  the  same  as  in   (1).      End  this  "Very 
truly  yours,"  and  your  name. 

4.  Write    a   paragraph    on    "My    Ideal    Woman,"    giving  the  specific 
characteristics  of  some  woman  whom  you  know  and  whom  you    consider 
an  ideal. 


88  GRAMMAR  AND  COMPOSITION— EIGHTH  YEAR. 

SECOND  MONTH. 

Analysis  of  Sentences.— Review  first  month's  work  of  last  year. 
Analyze  and  diagram  sentences.  Study  classification  of,  according  to 
use.  Search  readers  and  text-book  till  classification  is  easy  to  pupils. 
Classify  as  to  form.  Study  the  complex  sentence  carefully.  Subordinate 
propositions  are  joined  to  principal  ones  by  relative  pronouns,  by  subor- 
dinate conjunctions,  and  by  conjunctive  adverbs.  Review  classes  of 
conjunctions. 

ENGLISH    COMPOSITION. 

1.  Write  a  formal  note  of  invitation.     Begin  this  note  with  your  own 
name  and  write  it  all  in  the  third  person.     Do  not  sign  such  a  note.       Put 
the  date  in  the  lower  left  hand  corner. 

2.  Write  a  description  of  any  game  you  have  played    at    school.      Tell 
the  things  that  would  enable  any  one  who  is  not  acquainted  with  the  game 
to  understand  it. 

3.  Write  an  acceptance  of  the  invitation  (1)  above,  following  the  same 
directions  given  there. 

4.  Give  an  account  of  some  time  when  you  have  played  the  game   de- 
scribed in  (2),  and  try  to  show  the  progress  from  beginning  to  end.  Name 
the  players  and  be  specific  throughout. 

THIRD  MONTH. 

Elements  of  Sentences.  —  Define  subordinate  element.  Three 
classes  of  modifiers — objective,  adjective,  and  adverbial.  Independent 
elements.  Classify  elements  found  in  a  reading  lesson  into  these  and 
learn  definitions.  Be  careful  to  study  all  the  text-book  says  about  modi- 
fiers. Find  three  kinds  in  each  of  the  above  divisions,  viz.:  elements  of 
the  first,  second,  and  third  classes,  or  words,  phrases,  and  clauses.  Define 
phrase  and  clause.  Classify  phrases  into  substantive  (subject,  predicate, 
or  object),  adjective,  and  adverbial.  Study  all  these  and  classify  phrases 
in  reading  lesson.  Separate  clauses  into  principal  and  subordinate.  Study 
subordinate  clauses  as  substantive  (subject,  predicate,  or  object),  adjec- 
tive (relative  or  appositive),  interrogative,  and  adverbial  clauses.  Search 
readers  for  many  illustrations. 

ENGLISH    COMPOSITION. 

1.  \Vrite  a  paragraph  on  "The  Book  I  Like  Best,"  and  tell  specifically 
why  you  like  it. 

2.  Take  any  one  of  the  characters  presented  in  the  book  mentioned  in 
(1)  and  from  the  impressions  you  got  in  reading  the   book,    describe   his 
appearance  as  he  seems  to  you. 

3.  Write  a  newspaper  account,  real  or  imaginary,  of  a  wedding  which 
you  have  attended.     Tell  something  about  the  ceremony  and  about  the  two 
people  who  were  married.     Always  tell  the  things  that  those  who  were 
not  present  might  want  to  know. 

4.  Write    a  paragraph  on  the  "  Benefits  of  Monthly  Examinations." 
Try  to  make  your  points  clear  and  distinct. 

FOURTH  MONTH. 

Structure  of  Elements.— Study  elements  as  simple,  complex,  and 
compound.  Compare  and  learn  definitions,  and  classify  elements  in  read- 


GRAMMAR  AND  COMPOSITION— EIGHTH  YEAR..  89 

ing  lesson.  If  the  work  proves  difficult,  go  over  it  again.  Study  con- 
tracted sentences.  Note  the  means  by  which  brevity  is  secured  and  its 
purpose.  Practice  the  expansion  of  contracted  sentences  found,  and  note 
the  strength  of  expression  secured  by  the  contraction.  Study  abridged 
propositions  in  complex  sentences,  as  above.  Spend  some  time  analyzing 
and  placing  in  diagram  sentences  illustrating  the  various  topics  studied 
to  date. 

ENGLISH   COMPOSITION. 

1.  Write  a  personal  description  of  j^ourself,  or  of  some  one  selected  by 
the  teacher.     See  (4)  of  first  month,  seventh  year. 

2.  Write  a  paragraph  on  the  "  Evils  of  Monthly  Examinations."  State 
definitely  your  own  personal  opinions. 

3.  Write  a    composition    on    "Twenty    Years    Ago"    and    show    what 
changes  have  been  wrought  in  that  line  by  inventions  of  which  you  per- 
sonally know  or  can  learn. 

4.  Write  an  imaginative  composition  on  "Twenty  Years  Hence"   and 
predict  what  will  happen  to  a  few  of  your  schoolmates. 

FIFTH  MONTH. 

Construction  of  Nouns  and  Verbs.— Study  all  rules  and  notes  for 
construction  of  nouns;  as,  subject-nominative,  predicate-nominative, 
possessive,  objective,  and  absolute.  Read  all  notes  and  learn  rules,  as 
they  form  a  convenient  method  of  remembering  many  grammatical  prin- 
ciples. Same  for  pronoun,  adjective,  and  verb.  Teach  correct  forms 
where  errors  are  apt  to  be  made;  as,  in  predicate-nominative,  objective  in 
apposition,  objective  form  of  interrogative  pronoun,  and  of  relative,  posi- 
tion of  preposition,  "number"  of  pronouns  and  "forms"  of  verbs  to  agree 
with  two  or  more  subjects,  etc. 

ENGLISH    COMPOSITION. 

1.  Tell  briefly  the  story  of  some  book  you  have  read. 

2.  Write  a  letter  to  a  friend  and  ask  him  to  write  for  you  a  letter  of 
recommendation.     Follow  directions  given  in  second  month  (4),   seventh 
year. 

3.  \Vrite  a  note  thanking  your  friend  for  the  favor  asked  in  last  week's 
note.     Begin  and  end  as  before. 

4.  Write  a  brief  description  of  a  storm  ending  with    the    appearance  of 
things  when  the  storm  was  over.      Try  to  reproduce  the  effect  that   the 
storm  made  on  you. 

SIXTH  MONTH. 

Analysis.— Study  rules  for  construction  of  adverbs,  prepositions,  and 
conjunctions.  Spend  this  month  in  analyzing,  and  writing  in  diagrams 
well  selected  sentences  either  from  the  grammar  or  reader.  Have  dia- 
grams made  neatly;  all  ruling  and  writing  done  with  ink,  on  good  paper. 
The  list  of  words  found  in  most  grammars,  used  as  different  parts  of 
speech,  contains  many  of  the  most  difficult  constructions.  It  will  repay 
careful  study. 

ENGLISH    COMPOSITION. 

1.  Write  a  description  of  any  common  flower  you  choose. 


90  -GRAMMAR  AND  COMPOSITION— EIGHTH  YEAR. 

2.  Write  a  description  of  any  domestic   animal  at  your  home,  and  do 
not  tell  what  it  is  until  the  end. 

3.  Write  a  paragraph  on  "Why  Farmers  Should  Be  Educated  Men." 
Give  clear,  specific  reasons. 

4.  Write  an  account  of   an    accident   which    you   have  either  seen  or 
imagined.     Try  to  keep  the  reader  in  suspense  and  then  surprise  him  in 
the  end. 

SEVENTH  MONTH. 

Punctuation.  —  Study  punctuation  on  the  following-  plan:  Have 
pupils  read  carefully  all  the  rules  for  the  use  of  the  comma,  and  the  notes 
below,  etc.  When  the  class  is  called,  have  pupils  bring  the  readers,  and 
with  the  book  open,  endeavor  to  find  and  state  a  reason  for  the  use  of 
every  comma  found;  same  with  semi-colon,  colon,  period,  and  all  other 
marks.  Same  with  figures  of  etymology,  of  syntax,  and  of  rhetoric. 
Figures  are  studied  best  in  poetry.  Make  a  brief  study  of  prosody,  kinds 
of  verse,  stanza,  poetic  feet.  Learn  what  is  meant  by  long,  common,  and 
short  meter. 

ENGLISH   COMPOSITION. 

1.  Write  a  paragraph  on  "  Getting  Ready  to  Move."     Try  to  present  a 
picture  of  the  disordered  condition  of  the  house,   and  then  the   moving 
wagons  with  their  varied  freight. 

2.  "A  March  Day."     Present  a  picture  of  a  windy  day  in  March  by  its 
effects  on  persons  and  objects  rather  than  by  direct  statements  concern- 
ing the  attributes  of  the  day. 

3.  "  Getting  Ready  for  Spring  Work."     Tell  the  various  specific  things 
that  are  done  in  preparing  for  spring  work  on  the  farm. 

4.  "On  the  Way  Home  from  School."     Give  an  account  of  any  inci- 
dent which  occurred  to  you  in  going  home  from  school. 

EIGHTH  MONTH. 

Review.  —  Review  work  done  in  second,  third,  and  fourth  months. 
Review  the  chief  rules  in  syntax.  Analyze  and  place  sentences  in  dia- 
gram. Use  ink  and  rulers. 

ENGLISH   COMPOSITION. 

1.  "On  My  Way  to  School."  Pick  out  three  or  four  distinct  things  you 
see  on  your  way  to  school — the  fields,  the  trees,  the  road,  and  describe 
them. 

2.  Write  a  paragraph  on  "When    I  Am  a  Man"   or  "  \Vhen  I  Am  a 
Woman",  and  tell  the  different  things  you  would  like  to  do  and  be  and 
see. 

3.  Reproduce  in  writing  a  short  conversation  which  you  have  heard, 
and  which  amused  you.     Paragraph  and  quote  what  each  speaker  says. 

4.  "  The  Changes  of   a   Month."      Take   the    same   things   that   you 
described  in  (1)  above  and  tell  in  what  way  they  have  changed  in  the  last 
month. 


ARITHMETIC    EIGHTH  YEAR.1  91 

ARITHMETIC. 

Alternation.— The  arithmetic  of  tiiis  iear  is  intended  to  alternate  with  the  business 
TT  ithmetic  of  the-seventh  year,  and  should  be  studied  during  1899-1900,  and  each  alter- 
nate year  thereafter. 

Aim.— The  aim  of  arithmetic  in  the  schools  is  not  merely  to  give  ex- 
pertness  in  the  various  arithmetical  processes.  It  is  quite  as  much  to 
lead  the  student  habitually  to  consider  quantitive  relations  in  his  environ- 
ment, to  develop  his  mathematical  sense,  so  that  he  will  readily  propor- 
tion means  to  ends  in  the  practical  affairs  of  life.  The  various  processes 
should  therefore  be  taught  objectively  with  material  drawn  fiom  the  envi- 
ronment, and  the  best  problems  are  those  that  kindle  his  interest  by  deal- 
ing with  the  facts  of  his  experience  or  of  his  other  school  studies.  The 
arithmetic  class  is  a  place  for  instruction — not  merely  for  testing  and  lesson* 
hearing.  The  principal  use  of  the  text-book  is  to  furnish  additional  prob- 
lems after  the  "local"  problems  are  exhausted.  The  arithmetic  of  this 
year  deals  with  mensuration.  Pupils  should  be  provided  with  a  rule,  a 
pair  of  dividers,  and  a  right  triangle  of  wood,  hard  rubber,  or  cardboard. 
An  accurate  diagram,  drawn  to  a  scale,  should  be  made  of  all  problems 
that  admit  of  it.  The  various  rules  of  mensuration  should  be  developed 
inductively  from  actual  measurement  of  objects.  They  should  be  ex- 
pressed n  formulas.  Simple  algebraic  processes  should  be  taught  as  they 
are  needed  in  the  development  of  formulas.  Historical  data  relating  to 
our  standard  weights  and  measures  add  to  the  interest. 

FIRST  MONTH. 

Weights  and  Measures.— Tables  of  avoirdunois  weight,  troy  weight, 
and  apothecaries'  weight.  Use  of  each.  Reduction,  addition,  t-tc.  of  com- 
pound numbers.  Changing  weights  troy  to  weights  avoirdupois  through 
the  common  unit,  the  grain.  Comparison  of  apothecaries'  fluid  measure 
with  apothecaries'  weight. 

United  States  Money. — Weights  of  coins;  alloy;  coinage  value  of 
the  ounce  of  gold,  or  silver;  coinage  ratio.  History  of  our  coinage.  Eng- 
lish money  compared  with  troy  weight.  Derivation  of  the  terms  "  pound 
sterling'1,  "i  ennyweight",  "sovereign",  and  "guinea".  The  franc  and 
reichsmark.  Translation  of  price-quotations  intodifferent  money  systems. 

Long  Measure. — Teach  five  names  for  each  unit,  thus: 
36  inches  =  3  feet  =  1  j'ard  =  /,-  rod  =  rvVo  mile. 

Metric  System. — Its  history;  the  measurement  of  the  meridian. 
Teach  units  with  a  meter-stick.  Have  pupils  make  cubical  vessels  of 
stiff  paper,  capacity  one  litre  (length  of  side  one  decimeUr,  or  3|t  inches). 
Have  pupils  make  many  measurements,  and  calculate  many  areas  and 
volumes  in  metric  units.  Later  teach  that  the  legal  equivalent  of  the 
meter  is  39.37  inches;  of  the  gram,  15.432  grains.  Teach  approximate 
equivalents  of  leading  metric  units.  Arguments  for  and  against  the  adop- 
tion of  the  metric  system  by  the  United  States. 

SECOND  MONTH. 

Square  Measure.— Build  rectangles  of  inch-squares  until  the  rec- 
tangle is  clearly  imaged  as  made  of  rows  of  unit-squares.  Develop 
formula  for  area,  A=a-Xb.  Method  of  drawing  parallels  with  triangk- 
and  ruler.  Various  kinds  of  angles,  triangles  and  polygon-.  Properties 
of  the  isosceles  triangle.  Mode  of  bisecting  a  line,  or  angle,  with  uiv  der.s 
and  ruler.  Areas  of  rhomboids  and  triangles 


$la  ARITHMETIC -EIGHTH  YEAR, 

Simple  rules  for  calculating  bills  of  papering,  painting,  and  plaster- 
ing. Carpeting;  show  how  t->  compute  the  waste  in  matching  by  compar- 
ing the  length  of  the  room  with  the  length  of  the  design  in  the  carpet. 

Measurement  of  the  Circle. — Define  terms,  circle,  circumference,, 
fad-ius,  diameter,  arc,  chord,  sector,  quadrant,  segment,,  etc.  Show  that 
a  degree  is  a  unit  of  arc -measure,  and  a  unit  of  angle-measure.  Find  ratio- 
of  circumference  to  diameter  by  measuring  cylindrical  bodies,  dividing, 
and  averaging  quotients.  Call  this  ratio  v  (pi).  Use  3r  as  its  value  in-, 
rough  calculation.  Develop  formula  for  area  of  circle  by  dividing  the  circle 
into  16  e'jual  sectors,  and  fitting  them  together  so  as  to  form  a  rhomboid, 
*  rXr=  iri2.  Show  th  .t  thecircle  is  approximately  \\  of  thecircumscribed 
square.  Measure  many  circumferences  and  compute  diameters-  and  areas. 

THIRD  MONTH. 

Similar  Figures. — Develop  principles  of  ratio  and  simple  proportion. 
Compare  a  triangle  with  others  whose  sides  are  respectively  2r  3,  4,  an<x 
5  times  the  sides  of  the  first  triangle.  Show  (1)  that  the  triangles  art 
mutually  equiangular;  (2)  that  (heir  corresponding  sides  are  proportional; 
(3)  that  the  ratio  of  their  areas  is  the  square  of  the  ratio  of  the  corre 
spending  sides.  Show  that  principle  (3)  applies  to  squares,  circles,  ano 
other  similar  plane  figures.  Calculation  of  heights  and  distances  through 
the  properties  of  similar  triangles. 

Land  Surveying.— Teach  if  possible  with  a  surveyor's  chain.  Com 
pare  the  ease  with  which  the  area  in  acres  is  found  when,  the  measure^ 
ments  are  taken  in  chain-s  and  links  with  the  complex  calculation  needed 
with  the  other  linear  units.  Study  in  detail  our  system  of  rectangular 
surveys.  (See  fourth  month  of  seventh  year  geography.)  Description, 
and  area  of  various  tracts.  Problems  in  rainfall  per  acre,  irrigation,  crop- 
yields,  and  wire  fencing. 

Cubic  Measure.— See  that  rectangular  solids  are  imaged  as  made  of 
equal  layers  composed  of  equal  rows  of  unit  cubes. 

FOURTH  MONTH. 

Surfaces  and  Volumes.— Have  pupils  make  prisms  and  cylinders 
of  stiff  paper,  and  develop  the  method  of  calculating  their  surfaces  and 
volumes.  The  volume  should  be  imaged  as  made  of  layers  each  contain- 
ing as  many  unit  cubes  as  there  are  square  units  in  the  base.  Capacity 
of  bins,  tanks,  cisterns.  Verify  and  learn  the  following  approximate 
equivalents;  One  bushel  =  \  of  a  cubic  foot.  One  bushel  of  corn  in  the 
ear  =  2£  cubic  feet.  One  barrel  =  4  cubic  feet.  1\  gallons  =  one  cubic  foot. 
A  cistern  8  feet  in  diameter  holds  one  barrel  for  every  inch  in  depth. 

In  solving  problems,  make  first  a  rough  estimate  of  the  capacity  to 
compare  with  the  accurate  result. 

Specific  Gravity.— Measure  and  weigh  bricks,  and  regular  blocks  of 
wood,  stone,  and  metal,  and  divide  their  weights  by  the  weights  of  equal 
Volumes  of  water.  Weigh  with  spring-balance  irregular  masses  of  stone 
and  metal;  weigh  the  same  in  air  and  divide  the  weight  in  air  by  the  loss 
of  weight  in  water,  thus  determining  the  specific  gravity  of  the  bodies. 
Give  numerous  problems  involving  the  relation  of  weight  to  volume. 

Masonry1.— Calculate  brickwork  by  the  simple' rule,  22\  brick  to  the 
cubic1  foot.  Stonework  measured  by  the  perch  and  cord  (100  cu.  ft.). 
Wood  measure. 


ARITHMETIC -EIGHTH  YEAR.  91* 

No  month's  work  in  the  course  can  be  made  more  interesting  and 
valuable  than  this. 

FIFTH  MONTH. 

Lumber  Measure.— Teach  the  use  in  building-  of  sills,  joists,  stud- 
ding, rafUr-;,  sheathing,  siding,  lath,  etc.  If  possible  at  any  time  during 
the  year,  visit  a  partially  built  house  to  give  this  lesson.  Show  the  rela- 
tion of  the  base-price  of  lumber  to  the  added  price  for  greater  lengths. 

Explain  this  form  used  in  the  computation  of  the  various  items  of  a 
lumbir  bill: 

Number  of  pieces  X  thickness  X  width  X  length  X  price  per  M.  _ 

12  X  1000 

Calculate  the  cost  of  the  material  for  the  neighboring  sidewalks, 
fences,  and  coal  shed,  at  current  prices  for  lumber.  Study  the  construc- 
tion of  a  rural  s  ,'hoolhouse  and  make  out  a  bill  of  lumber  at  current  prices. 
Problems  in  shingling. 

Involution  and  Evolution.— Teach  squares  to  25.  Short  method  of 
squaring  numbers  ending  in  £  and  5:  (7£) 2=8X7+i=  56£. 

(75)  *  =  80  X  70  +  52  =  5625. 

Method  of  squaring  numbers  near  multiples  of  10: 
78*  =  80  X  76  +  4  =  6080  +  4  =  6084. 

Method  of  finding  product  of  two  numbers  whose  difference  is  an  even 
number:  63  X  67  -  652  —  22  =  4221. 

Roots  and  Their  Expression. — Teach  square  root  as  the  process  of 
finding  the  side  of  a  square  whose  area  is  known.  Pay  especial  attention 
to  the  square  roots  of  decimals  and  common  fractions.  See  that  at  the 
end  a  good  oral  statement  of  the  process  is  worked  out  and  memorized. 

SIXTH  MONTH. 

Teach  by  actual  drawing  and  paper-cutting  that  the  square  on  the 
hypotenuse  of  a  right  triangle  is  equal  to  the  sum  of  the  squares  on  the 
other  two  sides.  Apply  in  .numerous  problems.  Memorize  1/2  =  1.414 
and  V  3  =  1.732,  as  key-numbers  to  the  diagonal  of  a  square  and  the  diago- 
nal of  a  cube.  Show  that  if  the  sides  of  a  triangle  are  proportional  to  3,  4,  5, 
the  triangle  is  right-angled.  Use  of  this  fact  in  constructing  aright  angle. 

Cube  Root.— See  that  the  mode  of  constructing  larger  cubes  out  of 
inch-cubes  is  clearly  imaged.  Teach  cube  root  with  blocks,  but  at  the 
end  secure  a  clear  statement  of  the  figure-process. 

SEVENTH  MONTH. 

Pyramids,  Cones,  Frustums. — Make  these  forms  of  stiff  paper. 
Calculate  surface-area  and  volume  of  the  special  figures  made,  and  de- 
velop general  formulas  for  base,  slant  height,  lateral  edge,  lateral  sur- 
face, volume,  in  terms  of  height  and  radius,  or  side  of  base.  Show  that 
a  t:iangular  prism  of  wood  or  turnip  can  be  cut  into  three  equivalent 
triangular  pyramids,  and  that  the  paper  cone  holds  one  third  as  much  dry 
sand  as  the  cylinder  of  the  same  base  and  height. 

The  Sphere.— Fix  tacks  at  the  centers  of  convex  surface  and  flat 
surface  of  a  hemisphere  (half  of  a  croquet  ball),  and  show  that  twice  as 
much  waxed  top-cord  can  be  wound  on  the  convex  surface  as  on  the  flat 
surface.  Hence  the  surface  of  the  sphere  equals  four  times  the  area  of 
circle  of  equal  radius.  To  find  the  volume  of  the  sphere,  divide  a  round 
potato  into  spherical  pyramids  whose  height  is  the  radius  and  whose  total 
base  is  the  surface.  Hence  the  volume  equals  i  of  the  radius  X  surface. 


92  GEOGRAPHY— EIGHTH  YEAR. 

Show  that  a  sphere  is  f  of  a  cylinder  of  same  height  and  diameter, 
and  that  its  surface  is  f  of  the  surface  of  such  a  cylinder.  Show  that  the 
cylinder  is  -fi  of  the  cube  of  the  same  dimensions,  and  that  the  sphere  is 
H  of  the  cube.  Review  with  many  miscellaneous  problems. 

EIGHTH  MONTH. 

Longitude  and  Time.— Find  from  maps  the  longitude  of  many  im- 
portant cities.  Determine  your  local  longitude  from  large  imip  of  Illinois. 
Difference  of  longitude  by  subtraction  and  addition.  Consider  the  appar- 
ent motion  of  the  sun  rather  than  the  real  motion  of  the  earth;  that  the 
sun  travels  westward  360°  in  24  hours,  15°  in  one  hour,  1°  in  four  minutes, 
etc.  See  that  this  westward  motion  of  the  sun,  or  moon,  at  the  rate  of 
15'  (13  miles)  per  hour  is  clearly  imaged.  Mode  of  determining  longitude 
at  sea.  Where  the  day  begins.  Standard  time  belts. 

The  Calendar. — The  three  natural  time  units,  the  solar  year,  the 
lunar  month  and  the  day.  Attempts  to  adjust  these  for  working  purposes. 
The  Julian  calendar.  Varying  length  of  the  months.  The  Gregorian 
calendar.  Why  ten  days  were  dropped  in  1582.  Present  rule  for  leap- 
year.  Amount  of  annual  error  in  the  present  calendar.  Definition  of 
calendar  month.  Teach  the  proper  method  of  finding  the  interval  between 
two  dates  by  counting  by  years  as  far  as  possible,  then  by  calendar 
months,  then  by  days.  General  review  of  mensuration,  and  its  formulas. 


GEOGRAPHY. 

Alternation.— See  suggestions  at  the  he^d  of  geography  for  seventh  year  and  note 
that  the  work  of  the  two  years  is  plannfd  to  alternate.  Have  a  class  in  eighth  year 
geography  during  1897-8,  and  in  seventh  year  geography  during  1898-9.  and  so  con- 
tinue to  alternate. 

FIRST  MONTH. 

Europe. — Study  Europe  as  a  whole,  following  the  plan  for  the  study 
of  North  America. 

SECOND  MONTH. 

The  British  Isles. — Name  them.  What  countries  on  them?  By  what 
waters  are  they  surrounded?  The  surface  of  Scotland  is  very  rough. 
The  Grampian  Hills  and  all  north  of  them  constitute  the  Highlands  of 
Scotland;  all  south  of  the  Grampians,  the  Lowlands.  Notice  two  of  the 
lakes,  using  extracts  from  the  "  Lady  of  the  Lake"  when  studying  Loch 
Katrine.  Poor  soil  in  the  north.  Occupations  of  the  people,  their  customs, 
homes,  food,  etc.  Locate  and  tell  what  you  can  about  these  cities:  Edin- 
borough,  Aberdeen,  Inverness,  Glasgow.  Name  places  of  interest. 

England.— Boundaries  between  England  and  Scotland.  Locate  the 
Pennine  and  Cumbrian  mountains.  The  "Switzerland  of  England"? 
Why  so  called?  Lake  Windermere?  Agriculture  in  England?  Study  the 
Thames,  Tyne,  Severn,  and  Mersey  rivers.  Locate  these  cities,  and  say 
what  you  can  about  each  of  them:  Newcastle,  York,  Sheffield,  Leeds, 
Bradford,  Nottingham,  Birmingham,  Lancaster,  Manchester,  Liverpool, 
Bristol,  Plymouth,  Portsmouth,  Hastings,  Dover,  Canterbury.  Why  are 
nearly  all  of  the  manufacturing  cities  in  the  north?  About  the  commerce 
of  England.  Why  does  England  keep  such  a  large  navy? 

"Wales. — Surface,  minerals,  customs,  manners,  and  language  of  the 
Welsh. 

Ireland.— Surrounded  by  what  waters?  Surface?  Reason  for  mild 
climate?  Locate  these  cities  and  tell  for  what  they  are  noted:  Belfast, 
Dublin,  Cork,  Limerick.  Tell  about  the  lakes,  Giant's  Causeway,  etc. 


GEOGRAPHY— EIGHTH  YEAR.  93 

Productions.  Through  what  waters  would  a  vessel  pass  in  going  from 
London  to  New  York?  From  Liverpool  to  Baltimore?  From  Glasgow  to 
New  Orleans? 

Norway  and  Sweden. — Norway  and  Sweden  occupy  all  of  the  Scan- 
dinavian peninsula.  Name  the  waters  surrounding  the  peninsula.  The 
Scandinavian  Mountains  are  nearer  the  west  coast  than  the  eastern.  Effect 
on  the  surface  of  both  countries?  On  the  rivers?  On  the  fitness  of  the 
countries  for  agriculture?  Tell  about  the  people,  their  occupations,  homes, 
customs,  intelligence,  etc.  Productions  of  both  countries,  climate.  Why 
such  long  days  in  summer  in  the  northern  part?  Long  nights  in  winter? 
Why?  Locate  these  cities  and  tell  for  what  each  is  noted:  Stockholm, 
Carlskrona,  Christiania,  Bergen. 

Denmark. — Denmark  occupies  the  northern  part  of  the  peninsula  of 
Jutland.  The  surface  is  low  and  sandy.  The  land  is  cultivated  with  great 
care.  Copenhagen  is  the  capital  and  only  city  of  importance.  It  is  situ- 
ated on  Seeland  Island  at  the  entrance  to  the  Baltic  Sea. 

Holland. — Study  its  surface,  climate,  rivers,  canals,  soil,  produc- 
tions. Locate  and  study  Amsterdam,  The  Hague,  Rotterdam,  Leyden, 
and  Utrecht. 

[This  month's  work  has  been  written  out  with  some  degree  of  fullness  to  aid  the 
teacher  in  determining  what  he  should  teach  about  the  other  countries  of  Europe.  All 
are  not  of  equal  importance.  To  Americans  Great  Britain  is  of  the  most  importance 
(Why?),  and  then  come  France  and  Germany.  The  danger  is  that  too  much  will  be 
attempted  under  the  mistaken  idea  that  the  more  places  one  can  name  and  locate,  the 
more  he  knows  of  geography.  It  is  not  necessarily  true.  Be  thorough.  Fix  things  so 
they  will  stay.  Keep  reviewing  constantly.  Use  the  sand,  chalk,  and  pencil  freely.] 

THIRD  MONTH. 

Teach  Belgium,  the  German  Empire,  Austro-Hungary,  and  Russia. 
Review  briefly  the  second  month's  work.  There  should  be  some  review 
work  every  day. 

FOURTH  MONTH. 

Teach  France,  Switzerland,  Italy,  Roumania,  the  Balkan  States,  Tur- 
key, the  Iberian,  and  Greek  peninsulas. 

FIFTH  MONTH. 

Asia. — Study  Asia  as  a  whole  following  the  plan  for  the  study  of 
North  America.  Note  that  the  principal  mountains  and  plateaus  are  in 
the  interior,  while  the  plains  are  on  the  borders  of  the  continent.  How 
are  they  situated  in  the  Americas?  The  great  northern  plain  of  Asia 
because  of  its  latitude  and  because  it  slopes  to  the  north  has  a  cold  climate 
and  barren  soil.  The  rivers  because  of  their  direction  are  of  little  value 
to  man,  and  should  receive  but  slight  attention.  The  southern  part  of 
Siberia  is  rich  in  minerals  which  are  mined  mostly  by  political  prisoners 
banished  from  Russia  in  Europe.  Study  three  cities  in  this  country. 
Notice  the  scarcity  of  lakes  in  the  interior  of  the  continent.  Compare  in 
this  respect  with  North  America. 

China. — Study  the  slope  of  the  country;  two  great  rivers;  the  states 
comprising  the  empire;  the  climate  and  cultivated  products.  Compare  in 
these  respects  with  the  United  States.  Study  the  people,  their  occupa- 
tions, homes,  customs  and  costumes,  food,  manner  of  life,  etc.  Manu- 
sfactures,  commerce,  education,  government.  Locate  and  study  thee 


94  GEOGRAPHY— EIGHTH  YEAR. 

cities:  Peking,  Shang-hai,  Hong  Kong,  Canton.  Compare  latitude  of 
Peking  with  that  of  Constantinople,  Madrid,  Philadelphia,  Springfield 
(111.),  and  Denver. 

Japan. — Notice  that  the  empire  consists  of  many  islands,  including 
Formosa.  Name  the  largest  three  islands,  give  the  capital  and  its  sea- 
port. Study  the  climate,  crops,  and  people. 

Corea. — Study  Corea  and  its  people.     Name  the  capital. 

A  11:1111  and  Si;i in. — Anam  and  Siam  should  receive  but  slight  atten- 
tion. Locate  them  and  give  their  capitals.  Say  a  few  things  about  the 
people  and  productions.  Make  much  of  Singapore  as  a  receiving  and 
distributing  point. 

Hindustan. — This  country  (and  with  it  may  be  included  Burmah),  is 
worthy  of  much  attention.  Study  it  as  you  did  China,  but  with  a  greater 
degree  of  fullness.  Dwell  especially  upon  the  basin  of  the  Ganges  and 
its  products.  Study  Ceylon  and  its  products.  Locate  and  study  these 
cities:  Calcutta,  Delhi,  Madras,  Bombay,  Benares.  Say  something  of  the 
province  of  Cashmere  and  its  products. 

Pass  over  the  remaining  countries  of  Asia  quite  rapidly,  until  you 
reach  Palestine.  This  little  country  because  of  its  past  history  and 
associations  is  worthy  of  careful  attention,  so  is  the  basin  of  the  Euphra- 
tes. In  studying  Mesopotamia  and  Palestine  use  the  Bible  names,  in 
preference  to  the  modern.  Modern  Palestine  is  of  little  worth.  Study 
such  other  facts  in  regard  to  Asia  as  time  will  permit. 

SIXTH  MONTH. 

Africa. — Study  this  continent  as  you  please,  but  do  not  waste  time. 
Ten  lessons  should  be  sufficient.  Devote  the  most  of  this  time  to  a  study 
of  the  coast  line,  surface,  a  few  rivers,  the  countries  in  the  north  (espe- 
cially Egypt),  the  countries  in  the  south,  and  the  Congo  Free  States. 
Point  out  the  relation  of  the  backwardness  of  civilization  to  the  climate 
and  to  the  regularity  of  the  coast  line.  Teach  such  cities  as  you  think 
fairly  intelligent  American  boys  and  girls  ought  to  know;  no  others. 

Oceanica. — Devote  most  of  the  remaining  time  to  a  study  of  Austra- 
lia. Study  its  surface,  climate, and  productions.  Name  its  countries  in 
order,  and  show  why  the  more  prosperous  ones  are  in  the  east  and  south- 
east. Name  the  capitals,  making  a  special  study  of  Melbourne.  Teach 
a  few  facts  about  New  Zealand,  New  Guinea,  the  Philippine  Islands, 
Borneo,  Sumatra,  Java,  and  others  if  you  have  time.  Make  a  more  care- 
ful study  of  Java  than  of  the  others,  and  show  the1  importance  of  the  city 
of  Batavia. 

Hawaiian  Islands. — Locate  the  Hawaiian  Islands,  showing  what 
gives  them  their  chief  importance.  Study  the  soil,  products,  volcanoes, 
people,  government.  Review  the  fifth  month's  work,  briefly. 

SEVENTH  MONTH. 

To  get  the  best  results  from  this  month's  work  the  wall-map  must  be 
used  very  freely. 

Comparisons  and  Relief. — Notice  the  resemblance  of  the  two 
Americas,  Africa,  and  Australia  (including  Tasmania),  in  shape,  position 
and  direction  of  mountains,  and  situation  of  plains.  Each  has  a  great 


GEOGRAPHY-EIGHTH  YEAR.  95 

bend  or  gulf  on  the  west,  a  large  island  or  group  of  islands  east  of  the 
south  part,  and  a  sea  on  the  north  (Hudson  Bay  may  justly  be  termed  a 
sea).  Point  to  these  places  on  the  wall-map.  In  Eurasia  the  principal 
mountains  extend  in  the  direction  of  the  parallels,  in  the  New  World  they 
extend  in  the  direction  of  the  meridians.  The  less  important  mountains" 
follow  the  direction  of  the  parallels  in  the  New  World,  and  of  the  meridi- 
ans in  Eurasia.  The  "backbone  "  of  Eurasia  is  formed  by  the  Pyrenees, 
Alps,  Balkan,  Caucasus,  Hindu-Kush,  and  Himalaya  mountains.  Point  to 
these  mountains  on  the  wall-map.  In  Europe  the  more  important  coun- 
tries are  on  the  north,  in  Asia  on  the  south,  excepting  China.  Locate  the 
different  countries  on  the  wall-map.  In  the  New  World,  most  of  the  land 
is  on  the  east  side  of  the  "backbone."  What  would  be  the  effect  on  the 
climate,  and  productions  of  South  America  if  the  Andes  were  close  to  the 
Atlantic  instead  of  the  Pacific? 

This  month's  work  so  far  is  in  reality  a  review  of  work  previously 
done,  and  the  pupils  should  be  able  to  pass  over  it  rapidly.  The  great 
slopes  may  be  divided  into  smaller  slopes  if  time  will  permit.  Teach  that 
all  of  the  land  may  be  divided  into  two  slopes,  a  long,  gentle  one  facing 
the  Atlantic  and  Arctic  oceans,  and  a  short,  abrupt  slope  looking  out  upon 
the  Pacific  and  Indian  oceans.  Here  again,  use  the  wall-map;  use  it 
whenever  you  can  to  advantage.  It  may  prove  the  geographical  salvation 
of  the  pupils.  The  importance  of  slopes  in  determining  the  direction  of 
rivers,  the  climate  and  productions,  should  be  noticed.  And  the  children 
should  be  led  to  see  the  influence  of  the  mountains  in  fixing  the  shape  of 
the  continents  and  in  regulating  the  distribution  of  the  rains. 

Winds. — Teach  what  the  air  is,  how  high  it  reaches  above  the  land 
and  water,  its  weight,  sustaining  power,  where  it  is  densest,  the  barome- 
ter and  its  uses.  Wind  is  a  portion  of  the  atmosphere  in  motion.  Teach 
the  cause  of  the  motion.  Show  that  the  winds  are  the  water  carriers, 
that  without  them  the  land  would  be  a  desert,  even  on  the  borders  of  the 
sea.  The  air  is  capable  of  holding  a  certain  quantity  of  moisture  in  the 
form  of  vapor,  heat  increases  its  capacity  for  holding  vapor,  cold  dimin- 
ishes it,  the  cold  increases  with  the  distance  above  sea-level.  Wind  that 
is  moving  from  a  cold  region  into  a  warmer  one  is  a  dry  wind  because  its 
capacity  for  holding  vapor  is  being  increased.  Wind  that  is  moving  from 
a  warm  region  into  a  cold  one  is  a  wet  wind  because  its  capacity  for  hold- 
ing vapor  is  being  diminished.  The  sun  converts  the  water  into  vapor, 
the  winds  carry  the  vapor  inland  until  they  meet  with  some  mountain 
barrier  that  forces  them  into  a  higher  and  colder  region,  or  they  may 
come  in  contact  with  a  colder  stratum  of  air,  even  where  there  are  no 
mountains,  the  vapor  is  condensed  and  falls  in  the  form  of  rain,  etc. 
Teach  the  work  accomplished  by  the  water  from  the  time  it  falls  on  the 
land  until  it  returns  again  to  the  oceans.  Speak  of  it  not  only  as  fertiliz- 
ing the  soil  and  sustaining  life,  but  also  as  a  commercial  agent,  manufac- 
turing agent,  and  sanitary  agent.  Show  that  it  leaves  the  ocean  pure  and 
returns  impure,  to  be  again  purified  and  sent  on  its  errands  of  mercy,  and 
that  all  the  water  carried  to  the  oceans  by  the  rivers  was  first  earned  by 
the  winds  to  the  land.  Teach  the  general  theory  of  the  winds,  showing 


96  GEOGRAPHY-EIGHTH  YEAR. 

why  the  trade  winds  blow  west,  the  return  trades  northeast  in  the  north- 
ern hemisphere,  and  southeast  in  the  southern,  the  number  of  zones  of 
calms,  why  in  their  present  position,  and  the  latitude  at  which  the  return 
trades  reach  the  surface.  Study  the  Monsoons,  locating  them  and  telling 
when  and  why  they  change  direction.  If  the  movements  of  the  winds  are 
understood,  and  the  importance  of  the  mountains  as  condensers  is  known, 
there  will  be  little  or  no  difficulty  in  seeing  why  some  parts  of  the  land 
have  so  little  rain,  while  other  parts  have  such  great  abundance.  Teach 
how  dew  and  hoar  frost  are  formed,  and  the  conditions  favorable  to  their 
formation.  As  a  preparation,  teach  what  is  meant  by  radiation,  and  show 
its  bearing  on  the  subject  in  hand. 

EIGHTH  MONTH. 

Ocean  Currents.— Teach  that  the  ocean  currents,  as  well  as  the 
winds,  are  due  to  the  unequal  heating  of  different  parts  of  the  earth's 
surface,  that  their  directions  are  modified  by  their  inertia,  the  directions 
of  the  winds,  and  the  shape  of  the  land  masses.  Trace  the  great  current 
of  the  Pacific,  under  its  various  names,  from  its  origin  in  the  Antarctic 
ocean  until  on  its  return  from  the  north  along  the  American  coast  it  is 
merged  into  the  Equatorial  Current,  and  show  how  it  affects  the  climate 
of  the  countries  bordering  on  the  Pacific.  Show  that  portions  of  this 
current,  after  it  is  broken  vip  by  the  islands  of  Australasia,  are  gathered 
together  and  sweep  across  the  Indian  ocean,  how  the  united  current 
passes  south  on  either  side  of  the  island  of  Madagascar,  is  met  south  of 
Africa  by  the  movement  of  the  waters  from  the  Antarctic,  passes  north 
along  the  west  coast  of  Africa,  is  turned  west  by  the  shape  of  the  land 
and  the  direction  of  the  winds,  is  divided  by  Cape  St.  Roque,  the  main 
part  going  north  and  becoming  the  Gulf  Stream.  Follow  the  Gulf  Stream 
and  show  its  influence  on  the  climate  of  the  countries  bordering  on  the 
Atlantic.  Study  the  Arctic  currents;  but  it  is  doubtful  if  the  minor  cur- 
rents and  counter-currents  are  worthy  of  much  attention  at  this  stage  of 
your  pupils'  progress.  What  are  Sargasso  Seas,  where  are  they,  and 
why  in  their  present  position? 

Deserts.— What  conditions  of  heat  and  moisture  are  essential  to 
vegetable  growth?  What  is  a  desert?  How  are  deserts  formed?  What 
kind  of  soil  is  usually  found  in  deserts?  Locate  the  principal  deserts  and 
give  reasons  for  the  dryness  of  each.  What  is  an  oasis?  How  formed? 

Vegetation. — From  a  knowledge  of  previous  topics,  locate  on  maps 
the  regions  where  the  most  favorable  conditions  for  vegetation  exist. 
Study  the  vegetation  of  the  different  continents,  with  especial  reference 
to  those  kinds  which  are  of  use  to  man  for  food,  clothing,  or  shelter. 

Minerals. — Locate  in  each  continent  the  regions  where  the  useful 
minerals  are  found,  and  tell  how,  and  in  what  form,  each  one  is  obtained. 
Maps  may  be  made  showing  mineral  regions  in  the  same  way  that  the 
plant  maps  are  made. 

Adaptation  to  Man's  Wants.— Study  each  continent  with  reference 
to  its  advantages  for  the  abode  of  man—  (a)  with  reference  to  food  mate- 
rials; (b)  to  materials  for  clothing;  (c)  for  shelter;  (d)  to  advantages  for 
transportation  and  exchange  of  products.  Show  why  the  continents  of 
the  north  are  the  historic  continents. 


UNITED  STATES  HISTORY— EIGHTH  YEAR.  97 

Commerce  and  Manufactures. — Locate  principal  water  routes  of 
travel  and  commerce,  including-  oceanic  routes,  navigable  rivers,  and 
canals.  Locate  the  principal  shipping  ports  of  each  country,  and  tell 
what  products  are  sent  out  from  and  what  are  received  at  each  port. 
Learn,  from  a  gazetteer  or  other  source,  the  most  important  facts  connect-, 
ed  with  each  of  these  places. 


UNITED  STATES  HISTORY. 

Alternation.— Read  the  suggestions  at  the  head  of  history  for  seventh  year,  and 
note  that  the  work  of  the  two  years  is  arranged  to  alternate.  As  this  alternation  began 
with  the  Course  of  1894,  the  history  here  given  should  be  taught  during  1897-8,  that 
of  the  seventh  year  during  1898-9,  and  so  continue  to  alternate. 

FIRST  MONTH. 

Articles  of  Confederation. — Submission  of  the  Articles  of  Con- 
federation by  the  Continental  Congress  for  ratification.  Ratified  in  1781. 
Weakness  of  the  government  under  the  Articles  of  Confederation.  Ordi- 
nance of  1787.  Forming  the  Constitution.  Its  ratification  by  the  people 
of  nine  states.  Transfer  of  the  government  from  the  Articles  of  Confed- 
eration to  the  Constitution. 

The  Constitution. — Inauguration  of  Washington.  Problems  before 
the  new  government:  Land  claims;  diplomatic  relations;  debts,  foreign 
and  domestic;  Indian  troubles.  The  beginning  of  political  parties. 
Adams'  inauguration.  Jay's  treaty.  France's  treatment  of  our  envoys. 
Destruction  of  American  shipping  by  French  armed  vessels.  Alien  and 
sedition  laws.  Decline  of  the  Federalist  party.  Election  of  Jefferson  by 
the  House  of  Representatives.  His  inauguration  at  the  new  Federal 
Capital.  Cession  of  Louisiana  to  Spain  by  France  in  1763.  Recession  to 
France  in  1800.  Purchase  by  Jefferson  in  1803.  Lewis  and  Clark's  expe- 
dition. Burr's  career.  War  with  the  Barbary  States.  Embargo.  Fulton. 
War  with  western  Indians. 

Summary. — 1.  Adoption  of  the  Articles  of  Confederation;  their  weak- 
ness. 2.  The  Constitutional  Convention.  3.  Government  under  the 
Constitution.  4.  Effects  of  Jay's  Treaty  in  the  United  States  and  in 
France.  5.  Commercial  relations  with  France,  Spain,  England,  and  Bar- 
bary States.  6.  Rise  of  the  Anti-Federalist  party. 

Review.        Examination. 

SECOND  MONTH. 

Second  War  with  England.  —  Election  of  Madison.  End  of  the 
Non-Intercourse  Policy.  Tecumseh's  conspiracy.  Declaration  of  war 
with  England.  Loss  of  Detroit  and  the  Northwest.  Naval  victories. 
Perry's  victory  on  Lake  Erie.  Ravages  of  the  Atlantic  coast.  The  Hart- 
ford convention.  Treaty  of  peace.  Jackson's  victory  at  New  Orleans. 
Admission  of  new  states  since  1789.  Westward  movement  of  immigra- 
tion begun.  Election  of  Monroe. 

The  Era  of  Good  Feeling.— Seminole  war.  Monroe's  tour  through 
New  England.  Purchase  of  Florida.  The  Missouri  Compromise.  Inter- 
nal improvements.  The  founding  of  the  South  American  republics.  The 
Monroe  Doctrine.  The  Protective  Tariff  of  1824.  Lafayette's  visit.  Elec- 
tion of  John  Quincy  Adams. 


98  UNITED  STATES  HISTORY— EIGHTH  YEAR. 

Summary.— 1.  Impressment  of  American  .seamen.  2.  Second  war 
with  England.  3.  Results  of  the  war.  4.  National  prosperity.  5.  The 
slavery  question.  6.  The  Monroe  Doctrine.  7.  Election  of  Adams  by 
House  of  Representatives. 

Review.        Examination. 

THIRD  MONTH. 

The  Rise  of  the  Democratic  Party.— The  opening  of  the  Erie 
canal.  The  first  railroads.  Temperance  societies.  Death  of  Adams  and 
Jefferson.  Tariff  law  of  1828.  Election  of  Jackson.  The  spoils  system. 
Anti-slavery  agitation.  Jackson's  opposition  to  the  United  States  bank. 
Nullification— the  result  of  high  tariff.  Removal  of  the  government  funds 
from  the  United  States  Bank.  Black  Hawk  war.  Election  of  Van  Buren. 
Financial  crisis  in  Van  Buren's  term.  Distribution  of  the  surplus  among 
the  states  (Illinois  got  $477,919.24).  Sub-treasury  scheme.  The  Canadian 
rebellion.  The  Ashburton  treaty.  Election  of  Harrison.  Dorr's  rebellion. 
The  telegraph.  The  Mormons.  Election  of  Polk.  Annexation  of  Texas. 

Summary. — 1.  Internal  improvements.  2.  Growth  of  the  Protective 
Tariff  doctrine.  3.  Expiration  of  the  charter  of  the  United  States  Bank — 
other  financial  matters.  4.  Diplomatic  relations  with  England.  5.  Slavery 
discussion.  Annexation  of  Texas. 

Review.        Examination. 

FOURTH  MONTH. 

Slavery  Agitation.  —  The  Oregon  boundary.  War  with  Mexico. 
Taylor's  "Army  of  Occupation."  Three  campaigns— 1.  Against  California. 
2.  Against  New  Mexico.  3.  Against  the  City  of  Mexico.  The  Wilmot 
Proviso.  Follow  with  some  care  Scott's  campaign  from  Vera  Cruz  to  the 
City  of  Mexico.  Treaty  of  peace.  Discovery  of  gold  in  California.  Dis- 
cuss the  items  in  the  compromise  of  1850.  Opposition  to  the  Fugitive 
Slave  law.  Death  of  Calhoun,  Clay,  and  Webster.  Uncle  Tom's  Cabin. 
Crystal  Palace.  Perry  opens  the  ports  of  Japan.  Survey  for  the  Pacific 
railroad.  "  Squatter  Sovereignty."  The  struggle  in  Kansas.  The  Amer- 
ican Party.  Election  of  Buchanan.  Dred  Scott  decision.  Business  panic 
of  '57.  Silver  mines  and  oil  wells.  John  Brown.  Election  of  Lincoln. 
Secession.  Peace  congress.  The  Montgomery  government.  Star  of  the 
West. 

Summary. —  1.  War  with  Mexico—  result.  2.  Settlement  of  the 
Northwest  boundary.  3.  National  legislation— Omnibus  Bill.  4.  Repeal 
of  the  Missouri  Compromise.  5.  The  Dred  Scott  decision.  6.  Rise  of  the 
Republican  party.  7.  Secession  and  rebellion. 

Review.        Examination. 

FIFTH  MONTH. 

Preservation  of  the  Union.— Lincoln's  inaugural  address.  Firing 
on  Ft.  Sumter.  Call  for  75,000  volunteers.  Removal  of  Confederate  capi- 
tal to  Richmond.  Confederate  line  of  defense  :  From  Fortress  Monroe 
via  Richmond,  Lynchburg,  Cumberland  Gap,  Nashville,  Forts  Donelson 
and  Henry,  to  Columbus.  The  Confederates  hold  the  Mississippi  river 
from  below  Cairo  to  its  mouth.  They  also  hold  the  Atlantic  and  gulf 


UNITED  STATES  HISTORY— EIGHTH  YEAR.  99 

ports  from  Chesapeake  Bay  south.  The  government's  purposes  were:  1. 
To  break  the  Confederate  line  of  defense.  2.  Open  the  Mississippi  river. 
3.  Blockade  the  southern  ports.  The  Trent  affair.  Grant  opens  the  Mis- 
sissippi. Emancipation  proclamation.  Occupancy  of  the  Atlantic  and 
gulf  ports.  Campaigns  against  Richmond  by  McClellan,  Pope,  Burnside, 
Hooker,  Meade,  and  Grant.  Sherman's  march  to  the  sea.  Surrender  of 
Lee. 

Summary.— 1.  Causes  of  the  Civil  War.  2.  Activity  of  the  seceded 
states.  3.  Defensive  and  offensive  plans  of  campaigns.  4.  Progress  in 
naval  warfare.  5.  Foreign  relations.  6.  The  downfall  of  the  Confederacy. 

Review.        Examination. 

SIXTH  MONTH. 

End  of  War  and  Reconstruction.— Assassination  of  Lincoln.  San- 
itary and  Christian  commissions.  The  grand  review.  Disbanding  the 
armies.  Organizing  governments  in  the  seceded  states.  Amnesty  proc- 
lamations. Public  debt  and  means  for  its  reduction.  Views  of  the 
President  and  of  Congress  on  reconstruction.  Thirteenth, fourteenth,  and 
fifteenth  amendments.  Tenure  of  office  act.  Impeachment  of  the  Presi- 
dent. Trial  and  acquittal.  Purchase  of  Alaska.  Maximilian  in  Mexico. 
Atlantic  cable.  Election  of  Grant.  Pacific  railroad  completed.  The 
Geneva  award.  Great  fires  in  Chicago  and  Boston.  Commercial  crisis  of 
'73.  State  governments  in  the  South.  Resumption  Act.  Centennial 
exhibition.  The  Electoral  Commission.  War  with  the  Sioux  Indians. 
Hayes'  inauguration  and  withdrawal  of  troops  from  the  South.  Resump- 
tion. The  Halifax  award.  Election  of  Garfield. 

Summary. — 1.  Disbanding  the  armies.  2.  Different  theories  about 
reconstruction.  3.  Impeachment,  trial,  and  acquittal  of  Johnson.  4. 
Diplomatic  relations  with  foreign  countries.  5.  A  century  of  government 
of  the  people,  by  the  people,  for  the  people.  6.  Electoral  Commission. 
7.  Resumption  of  specie  payments. 

Review.        Examination. 

SEVENTH  MONTH. 

Recent  History.— Death  of  Garfield.  Anti-polygamy  bill.  Civil 
service.  The  New  Orleans  exhibition.  Standard  time.  Yorktown  cele- 
bration. The  New  South.  Election  of  Cleveland.  Presidential  succession 
law.  Electoral  count  act.  Interstate  commerce  law.  Labor  troubles. 
Statue  of  Liberty.  Centennial  of  Washington's  inauguration.  Pan- 
American  congress,  the  McKinley  tariff  and  reciprocity.  The  tenth 
census  (62,622,250).  Center  of  population.  Bering  Sea  arbitration. 
World's  Columbian  Exposition.  Cleveland's  second  term.  Repeal  of  the 
Sherman  Act  of  1890.  Revolution  in  Hawaii.  Wilson  tariff.  Financial 
stringency.  Issuing  bonds.  Campaign  of  1896.  Election  of  McKinley. 

Summary. — 1.  Progress  of  the  Southern  states.  2.  Passage  of  im- 
portant laws.  3.  Tariff  discussions.  4.  Triumph  of  arbitration.  5. 
Financial  distress.  6.  The  "  Gold  Standard." 

Review.        Examination. 

EIGHTH  MONTH. 

Topical  Review.— 1.  Discuss  the  condition  of  Europe  at  the  time 
America  was  discovered. 


100  UNITED  STATES  HISTORY— EIGHTH  YEAR. 

2.  Study  the  geographical  relation  of  Europe  to  America. 

3.  Give  various  motives  of  people  for  coming  to  America. 

4.  Name  thirteen  original  colonies  with  places  and  dates  of  settlement. 

5.  Give  causes  of  progress,  or  lack  of  progress,  in  the  several  colonies. 

6.  Sketch  rapidly  the  inter-colonial  wars. 

7.  Describe  with  some  care  the  three  forms  of  colonial  government  in 
the  new  world. 

8.  Enumerate  the  grounds  of  complaint  the  colonies  had  against  the 
mother  country. 

9.  Show  the  material  growth  of  the  thirteen  colonies  up  to  the  Revo- 
lution . 

10.  How  may  we  account  for  the  presence  in  the  new  world  of  so  many 
eminent  statesmen  in  1776-1789  ? 

11.  Enumerate  and  discuss  briefly  the  acts  of  these  eminent  men. 

12.  Describe  briefly  the  conduct  and  movement  of   Washington  and 
his  army  during  the  Revolutionary  war. 

13.  Show  the  value  to  the  cause  of  freedom,  of  the  labors  of  Franklin, 
Morris,  Paine,  Lafayette,  Pitt. 

14.  Sketch  briefly  the  contents  of  the  Declaration  of  Independence. 

15.  Give  a  brief  outline  of  the  Articles  of  Confederation. 

16.  Tell  all  you  know  of  the  convention  that  framed  the  Constitution. 

17.  Name  and  explain  briefly  our  "  Free  Institutions." 

18.  What  is  meant  by  our  diplomatic  relations  with  other  nations  ?. 

19.  Give  briefly  the  great  problems  before  the  United  States  in  Wash- 
ington's administration. 

20.  Tell  all  you  can  of  the  Louisiana  purchase  and  its  advantages. 

21.  Could  the  second  war  with  England  have  been  averted?     If  yes, 
how? 

22.  State  as  fully  as  you  can  the  Monroe  Doctrine. 

23.  Give  full  history  of  the  Missouri  Compromise. 

24.  What  do  you  understand  by  the  doctrine  of  States'  Rights  ? 

25.  On  what  ground  was  the  war  with  Mexico  justifiable  ? 

26.  Give  a  history  of  slavery  in  the  United  States. 

27.  Tell  all  you  can  of  the  Emancipation  Proclamation. 

28.  Discuss  the  attitude  of  the  United  States  toward  the  Indians  since 
1789. 

29.  Explain  fully  the  purpose  of    the  last  three  amendments  to  the 
Constitution. 

30.  Make  a  map  showing  the  growth  of  the  United  States  in  territory 
with  cost  of  each  acquisition. 

31.  Discuss  at  some  length  any  great  state  paper  not  referred  to  in 
the  preceding  topics. 

32.  Name  and  describe  briefly  the  great  inventions  produced  by  Amer- 
ican genius. 

33.  What  have  been  some  of  the  great  calamities  which  have  befallen 
the  people  of  the  United  States  ? 


CIVICS— EIGHTH  YEAR.  101 

CIVICS  OR  GOOD  CITIZENSHIP. 

To  the  Teacher.— An  outline  of  work  in  civics  is  given  because  it 
is  thought  that  the  time  has  come  when  the  principles  of  good  govern- 
ment should  be  taught  in  every  school.  Too  often  the  study  of  civil 
government  is  a  study  of  the  mere  machinery  of  government  with  no 
personal  relation  to  the  boy  or  girl  who  studies  it.  Some  work  in  civics 
is  here  given  with  the  hope  that  its  use  will  lead  boys  and  girls  to  a  keener 
sense  of  personal  responsibility  for  good  government,  and  for  the  proper 
treatment  of  their  fellowmen.  Many  helpful  suggestions  have  been  taken 
from  Dole's  American  Citizen,  published  by  D.  C.  Heath  &  Co. 

Caution. — The  teacher  should  not  take  sides  in  the  discussion  of 
disputed  or  political  questions.  The  reason  is  plain. 

Alternation.— The  work  below  is  arranged  to  alternate  with  the  physiology  of  the 
seventh  year.  During  1897-8  study  civics,  and  during  1898-9  study  physiology,  and  so 
continue  to  alternate. 

FIRST  MONTH. 

Beginnings  of  Citizenship. — The  family  and  its  government.  The 
schoolroom  and  its  government.  The  playground  and  its  lessons.  The 
club  or  debating  society.  Personal  habits.  Principles  that  bind  men 
together— respect  for  others'  rights,  majority  rights,  responsibility,  the 
use  of  power,  the  public  service,  etc. 

Constitution  of  United  States. — Circumstances  under  which  Con- 
stitution was  adopted.  Commit  the  preamble  and  discuss  meaning  of 
each  clause.  Three  departments  of  our  government — law-making,  law- 
interpreting,  law-executing.  Law-making  consists  of  House  of  Repre- 
sentatives and  Senate.  House  of  Representatives— of  whom  composed,, 
qualifications,  election,  vacancies,  apportionment,  powers. 

SECOND  MONTH. 

Rights  and  Duties  of  Citizens. — Purpose  of  government.  Various 
forms  of  government.  Local  government — the  town,  the  county,  the 
school  district.  Cities  and  their  government.  Where  responsibility  lies 
for  good  government  in  cities.  Local  patriotism.  The  school  system.  It 
adds  to  the  commonwealth.  Why  free?  Value  to  the  public  of  higher 
education.  What  the  public  schools  should  not  teach.  Cost  of  the 
schools. 

Constitution.— Senate — of  whom  composed,  qualifications,  election, 
vacancies,  powers,  officers.  Law-executing  power — the  President,  term, 
two  modes  of  election,  (a)  by  electors,  how  appointed,  how  many  in  each 
state,  process  (state  steps  clearly);  (b)  elected  by  House  of  Representa- 
tives, under  what  condition  and  how.  Qualifications  of  President,  salary, 
for  what  and  how  removed,  powers  and  duties,  both  military  and  civil. 
Vice  President — how  elected,  qualifications,  term,  powers  and  duties. 

THIRD  MONTH. 

Civil  Service  Reform.  —  Our  civil  service,  office-seekers,  con- 
sular and  diplomatic  service,  how  to  secure  needed  reforms.  Voting, 
methods,  and  purpose  of.  Political  parties— why  necessary,  patriotic  use 
of  parties,  independents.  Work  of  committees  of  legislative  bodies. 
Political  "rings."  The  citizen's  duties  to  his  government.  Abuses  and 


102  CIVICS— EIGHTH  YEAR. 

perils  of  government.  Facts  which  every  person  should  know — names  of 
national,  state,  and  local  officers.  Open  questions — tariff,  prohibition, 
free  silver,  etc.  Improvement  in  government. 

Constitution.  —  Law-interpreting  power  —  judiciary,  composed  of 
supreme  court  and  subordinate  courts.  Judges — how  appointed,  how 
removed,  tenure  of  office,  compensation,  oath  of  office,  functions.  Pro- 
visions common  to  Senate  and  House— membership,  oath,  quorum,  salary, 
rules,  journal,  yeas  and  nays,  things  prohibited,  penalties. 

FOURTH  MONTH. 

Wealth.— What  wealth  is.  Business  and  money— various  forms, 
natural  resources,  men,  paper,  public  works,  etc.  Conditions  unfavorable 
to  accumulating  wealth,  favorable  conditions,  moral  conditions.  To 
whom  wealth  belongs — the  useful,  by  discovery,  by  invention,  by  produc- 
tion, by  works  of  distribution,  transportation,  protection,  instruction,  etc. 
(Name  many  other  ways.)  Property  by  earning,  by  exchange,  by  gift  or 
inheritance,  by  natural  genius,  etc.  (Name  other  ways.)  Common 
property.  Public  interest  in  property. 

Constitution. — State  all  steps  by  which  a  bill  becomes  a  law  or  fails 
to  become  a  law.  What  is  done  with  orders,  resolutions,  etc.  Powers 
and  duties  of  Congress  as  to  revenue— sources  of  revenue,  uses  of  revenue. 
Powers  and  duties  of  Congress  as  to  trade — kinds  of  traffic,  means  of 
traffic,  hindrances  removed  by  punishing  counterfeiting,  piracy,  and 
felony,  by  protecting  inventors,  etc. 

FIFTH  MONTH. 

Money. — What  money  is.  Changes  in  money  value.  Double  or 
single  standard.  Commercial  paper.  The  government  and  paper  money. 
Specie.  Certificates.  What  capital  is  and  how  it  grows.  What  credit  is. 
Corporations.  Profits,  rents,  and  interest,  and  how  they  justly  arise. 
Rates  of  interest.  Labor  and  wages.  Disturbances  in  industry.  Busi- 
ness crises.  Who  the  Socialists  are.  Causes  of  poverty — inefficiency, 
ignorance,  idleness,  misfortune,  vice.  What  society  should  do  for  the 
poor.  The  object  of  society,  freedom  and  manhood,  faith  in  our  fellow- 
men. 

Constitution. — Powers  and  duties  of  Congress  as  to  war — may  declare 
war,  grant  letters,  raise  and  support  armies,  etc.  Powers  and  duties  of 
Congress  as  to  courts — may  constitute  inferior  tribunals,  etc.,  and  pre- 
scribe penalties.  Powers  and  duties  of  Congress  as  to  states  and  terri- 
tories. Congress  may  regulate  election  of  its  own  members,  etc.  Name 
the  things  which  the  United  States  is  forbidden  to  do;  the  things  which 
states  are  forbidden  to  do. 

SIXTH  MONTH. 

Buyers  and  Sellers. — The  idea  of  business.  Legitimate  and  ille- 
gitimate business.  Law  of  supply  and  demand  in  buying  and  selling. 
Selling  in  dearest  market.  Buying  in  cheapest  market.  Freedom  in 
trade.  International  freedom  in  trade.  What  harm  freedom  in  trade  may 
work,  the  two  sides  of  the  question.  Paying  one's  debts.  Bankruptcy. 

Employers  and  Employed. — Rights  of  employers,  fidelity.  Rights 
of  employees — wages,  respect,  honest  management.  The  labor  market. 


CIVICS-EIGHTH  YEAR.  103 

Extremely  low  wages.     Industrial  warfare,  strikes  and  lockouts.     Trades- 
unions.     Arbitration,  co-operation,  and  profit-sharing'. 

Constitution.— Rights  of  states — to  representation,  in  elections,  with 
militia,  in  interstate  relations,  as  to  citizenship,  making  new  states,  as  to 
fugitives,  a  guarantee,  reservation  of  certain  rights.  Rights  of  individuals 
— of  senators  and  representatives,  as  to  treason,  as  to  home,  security,  in 
criminal  prosecutions,  in  civil  actions,  in  the  courts. 

SEVENTH  MONTH. 

Treatment  of  Crime. — Who  are  criminals  and  our  duties  to  them. 
Punishments— fines,  imprisonment,  death  penalty.  Rights  of  wrong- 
doers, and  what  we  ought  to  do.  Indeterminate  sentence.  Prison  reform. 
Power  of  pardon  (in  Illinois).  Prevention  of  crime.  Detection  of 
crime.  Lynch  law. 

How  to  Help  the  Poor. — Pauperism.  Charity — the  general  law. 
Why  society  must  give  relief.  Who  is  responsible  for  the  poor.  What 
kinds  of  help  do  no  harm.  Friendly  gifts  and  alms — the  difference.  The 
associated  charities  and  social  settlements.  Savings  banks.  Housing 
the  poor. 

Problems  of  Temperance. — The  old  world  idea  and  the  American 
idea  of  temperance.  A  new  moral  rule.  The  reformers.  License,  drink- 
ing-saloon.  Prohibition.  Local  option.  Moral  education. 

Constitution  of  Illinois.— Government  consists  of  three  depart- 
ments—legislative, executive,  and  judicial.  Legislative,  Senate  and 
House  of  Representatives.  Number  of  members  in  each  house,  term, 
qualifications,  oath,  salary.  State  term,  qualification,  salary,  and  duties 
of  each  member  of  the  executive  department — governor,  lieutenant  gov- 
ernor, secretary  of  state,  auditor,  treasurer,  attorney-general,  superintend- 
ent of  public  instruction.  Many  appointed  state  officers.  Judicial — one 
supreme  court,  four  appellate  courts,  seventeen  circuit  court  districts. 
Term,  qualifications,  and  salaries  of  these  judges. 

EIGHTH  MONTH. 

International  Law. — International  law  and  how  it  grows.  Ancient 
warfare.  Dawn  of  international  rights.  Christianity.  The  reciprocity 
of  interests.  Monroe  doctrine.  Purposes  of  international  law.  Diplo- 
matic service.  Foreign  commerce  and  intercourse.  Custom  house. 
Maritime  rights.  Rights  of  travel  and  residence  abroad.  Arbitration  and 
war.  Genuine  patriotism. 

Constitution  of  Illinois. — In  counties  under  township  organization. 
County  officers — judge,  clerk,  sheriff,  state's  attorney,  coroner,  circuit 
clerk  and  recorder,  treasurer,  county  superintendent.  Give  term,  salary, 
when  and  how  elected,  and  duties  of  each  county  officer.  Powers  and 
duties  of  county  board.  Grand  and  petit  juries.  Counties  not  under 
township  organization.  Town — name  town  officers,  give  powers  and 
duties  of  each,  with  compensation.  School  district — school  directors, 
their  election,  powers  and  duties,  compensation.  How  districts  receive 
their  share  of  the  state  fund. 


104  VOCAL  MUSIC. 

RUDIMENTS  OF  MUSIC. 

1.  A  tone  is  a  musical  sound. 

2.  A  musical  sound  is  one  that  is  pleasing  to  the  ear,  and  is  produced 
by  continuous  and  regular  vibrations. 

3.  The  properties  of  tones  are  length,  pitch,  power,  and  quality. 

4.  Length  is  the  longness  or  shortness  of  tones. 

5.  Notes  represent  the  length  of  tones. 

6.  Pitch  is  the  highness  or  lowness  of  tones. 

7.  The  staff  represents  the  pitch  of  tones. 

8.  Power  is  the  softness  or  loudness  of  tones. 

9.  Dynamic  marks  indicate  the  degrees  of  power. 

10.  Quality  is  the  goodness  or  badness  of  tones. 

11.  Tones  have  four  properties.     The  following  diagram  shows  how  each 
property  of  tones  is  represented  : 


1.  Length, 


s 


o  &    4    I 
2.  Pitch: 


-A- 


B— 


-C- 


3.  Power,  pp,  p,  m,  f,  ff. 

4.  Quality,  Can  not  be  represented. 

The  teacher  should  illustrate  each  property  of  tone  by  singing  and 
have  pupils  note  the  distinction.  For  length,  sing  a  long  tone  and  a  short 
tone  and  ask  what  the  difference  is.  For  pitch  sing  a  low  tone  and  a  high 
tone.  For  power  sing  a  soft  tone  and  a  loud  tone.  Following  the  example 
given  by  the  teacher  and  the  answers  by  the  pupils,  the  teacher  should 
state  the  property,  then  again  give  the  example  and  ask  the  pupil  which 
property  of  tone  was  indicated. 

LENGTH  OF  TONES  REPRESENTED. 

1.  Characters  called  notes  are  used  to  represent  the  length  of  tones. 

2.  There  are  eight  different  kinds  of  notes  in  vocal  music. 

3.  The  note  that  represents   (relatively)  the  longest  tone  is  called  a 
whole  note. 

4.  Notes  do  not  represent  a  fixed  length  of  tones. 

5.  The  notes  are  named  by  their  relative  length,  viz:     A  note  repre- 
senting a  tone  one  half  as  long  as  a  whole  note  is  called  a  half  note;  a 
note  representing  a  tone  one  fourth  as  long  as   a  whole  note  is  called  a 
quarter  note,  etc. 

6.  Notes  and  their  names: 


VOCAL  MUSIC. 


105 


be 


V 
03 

<D 

C 

a 

su 


2.= 


Whole  note. 
Dotted  half  note. 
Half  note.  J 

Dotted  quarter  note. 

Quarter  note. 

Dotted  eighth  note. 
Eighth  note. 
Sixteenth  note. 


7.  A  dot  placed  after  a  note  adds  one-half  its  length;   ex.: 


tied. 


8.  The  tie  indicates  that  the  notes  thus  connected  represent  one  tone. 


9.  A  second  dot  after  a  note 


adds  one-half  the  value  of  the  first 


dot. 


RESTS. 

1.  Each  note  has  a  corresponding  character  ^called  a  rest,  indicating  a 
period  of  silence  equal  in  length  to  the  note. 

2.  Rests  indicate  the  length  of  silence. 

3.  Dots  placed  after  rests  add  to  their  length  as  with  the  notes. 

RESTS  AND  THEIR  NAMES. 


0  = 


o 

c 

s 

N 

'QN__ 

.0 

<U 

•4-> 

0.= 

§ 

0  = 

a 

B 

R 

02 

0.= 

03 

" 

S 

0  = 

0  = 

Whole  rest. 
Dotted  half  rest. 
Half  rest 

Dotted  quarter  rest. 
Quarter  rest. 
Dotted  eighth  rest. 
Eighth  rest. 
Sixteenth  rest. 


106  VOCAL  MUSIC. 

MEASURES   IN   MUSIC. 

1.  Measures,  to  the  eye,  are  the  divisions,  made  by  the  use  of  bars,  of 
a  series  of  notes,  containing  equal  time  lengths. 

2.  Measures,  to  the  mind,  are  equal  portions  of  time. 

3.  The  regular  recurrence  of  loud  and  soft  tones   (accent]  determines 
the  different  kinds  of  measures. 

4.  A  part  of  a  measure  is  one  of  the  equal  divisions  of  a  measure. 

5.  The  number  of  parts  into  which  a  measure  is  divided  is  the  name  or 
kind  of  measure. 

6.  Measures  having  two  parts  are  called  two-part  measure. 

7.  Measures  having  three  parts  are  called  three-part  measure. 

8.  Measures  having  four  parts  are  called  four-part  measure. 

9.  Measures  having  six  parts  are  called  six-part  measure. 

10.  There  are  four  different  kinds  of  measures  in  common  use. 

TIME  MARKS  AND  BARS. 
9   ^  4.  fi 

1.  The  figures  4443  etc.,  when  placed  at  the  beginning  of  a  piece  of 

music,  are  called  time  marks  or  measure  signs. 

2.  The  upper  figure  indicates  the  number  of  parts  in  the  measure. 

3.  The  lower  figure  indicates  the  kind  of  note  that  represents  one  part 
of  the  measure. 

4.  Bars    are   vertical   lines    drawn   across   the   staff    to   separate   the 
measures. 

5.  Double  bars  indicate  the  end  of  a  piece  of  music. 

PITCH  OF  TONES  REPRESENTED. 

1.  The  staff  is  used  to  represent  the  pitch  of  tones. 

2. 'The  staff  consists  of  five  horizontal,  parallel  lines,  and  the  spaces. 

3.  Each  line  or  space  of  the  staff  represents  a  degree  of  pitch,  and  is 
namedffrom  the  lowest  upward. 

4.  When  we  wish  to  represent  higher  or  lower  tones  than  the  staff 
represents,  lines  may  be  added  above  or  below,   and  are  spoken  of   as 
added  lines.     Do  not  use  the  term  added  space. 

NAMES  OF  LINES  AND  SPACES. 


^—  \<M*'<]  line  above^— 

Space   above 

1        ij 

Irh  space 

1      M. 

3<l     space 

\    fr^ 

2d  space 

1     V  \J 

1st  space 

•J 

—  \ilih-il  line  below^— 

Hpnce  below 

CLEF  AND  PITCH  NAMES  OF  TONES. 

1.  The  tones  are  named  in  regard  to  pitch  by  using  the  first  seven 
letters'of  the  alphabet,  viz:     a,  b,  c,  d,  e,  f,  g. 

2.  The  letters  are  called  the  pitch  names  of  tones. 


'•I 


3.  The  clef,  h^rr~~  1    shows  that  G  is  on  the  second  line 


of  the  staff,  and  is  called  the  G  clef,  and  represents  the  tones  sung  by  the 
alto  and  soprano  voices. 


VOCAL  MUSIC.  107 

PITCH  NAMES  ON  THE  STAFF. 

-A- 


-C- 

1.  The  staff  represents  the  absolute  (fixed)  pitch  of  tones,  hence  the 
positions  of  the  letters  on  the  staff  never  change. 

2.  The  scale  represents  the  relative  (changeable)  pitch  of  tones,  hence 
one  of  the  scale  may  be  on  any  degree  of  the  staff. 

3.  There  are  three  scales;   Lower,  Middle  and  Upper.     Tone  eight  of 
the  lower  scale  is  tone  one  of  the  middle  scale,  and  tone  eight  of  the 
middle  scale  is  tone  one  of  the  upper  scale. 

The  scales  are  represented  by  figures  as  follows: 

Upper. 

Middle.  12345678 

Lower.  12345678 

12345678 

FIRST  MONTH. 

First  teach  two  or  three  pleasant,  easy  rote  songs  fit  for  opening  or 
closing  exercises;  such  as:  "Happy  Greeting  to  All"  (Fountain  Song 
Book  No.  3),  "The  Old  School  Book"  (Golden  Thoughts  in  Song),  etc., 
being  careful  to  get  songs  adapted  to  the  voices  of  the  children. 

These  songs  should  not  go  higher  than  the  fifth  line  of  the  staff  nor 
lower  than  the  second  space  below. 

The  Major  Scale. — A  knowledge  of  the  major  scale  is  the  foundation 
upon  which  everything  in  the  study  of  music  depends. 

How  to  Begin. — The  teacher  will  speak  the  numerals  1,  2,  3,  4,  5,  6, 
7,  8,  articulating  distinctly.  The  pupils  will  repeat  the  same  until  they 
can  speak  the  numbers  from  1  to  8  and  from  8  to  1  exactly  together  with 
good  articulation. 

The  teacher  will  then  sing  the  numbers  from  1  to  8,  the  pupils  will 
sing  from  1  to  8  in  like  manner.  It  may  be  necessary  to  sing  a  part  of  the 
scale  as  1,  2,  3,  3,  2,  1,  then  3,  4,  5,  5,  4,  3,  then  5,  6,  7,  8,  8,  7,  6,  5,  etc. 

In  this  practice  the  teacher  should  sing  and  the  pupils  imitate. 

When  the  pupils  are  familiar  with  the  numbers,  the  syllables  do,  ra, 
me,  fa,  sol,  la,  te,  do,  should  be  practiced  in  the  same  manner. 

SECOND  MONTH. 

For  rote  songs  see  "While  the  Morning  Bells  are  Ringing"  (Foun- 
tain Song  Book  No.  3),  "Webb,"  "The  Bridegroom"  (Golden  Thoughts 
in  Song). 

Review  the  first  month's  work.  As  soon  as  the  pupils  can  sing  the 
scale  ascending  and  descending  and  are  familiar  with  the  numbers  and 
syllables,  dictation  exercises  should  begin,  viz:  The  teacher  will  say 
sing  one  of  the  scale.  The  pupils  sing  do. 

Teacher  says  sing  two.     Pupils  sing  ra. 

Teacher  says  sing  three.  Pupils  sing  me,  etc.,  until  the  pupil  can 
sing  any  tone  in  the  scale  which  the  teacher  may  name. 


108  VOCAL  MUSIC. 

The  pitch  of  C  should  be  used  in  this  practice. 

In  this  work  the  teacher  should  have  a  good  pitch  pipe  and  test  the 
pupils  often. 

The  scale  should  be  sung  a  great  deal,  using  the  syllables  and  numbers, 
syllables  la,  koo,  vowels  e  a  6  a  6,  singly  or  two  or  more  to  each  tone  of 
the  scale. 

The  whole  alphabet  sung  to  each  tone  of  the  scale  is  an  excellent 
exercise  for  articulation. 

Correct  vocalization  will  prevent  flatting  from  pitch. 
THIRD  MONTH. 

For  rote  songs  see  "  The  Birds  of  Spring  "  (Golden  Thoughts  in  Song), 
"Bright  Morning,  Hail"  (Fountain  Song  Book  No.  3). 

Review  the  work  previously  done.  With  the  scale-practice  work  out 
little  tunes  to  be  sung  by  syllable  and  by  numeral  names,  as:  with  the 
tone  f  (first  space)  as  one,  sing  the  tones  1,  2,  3,  4,  5;  1,  2,  3,  4,  5,  4,  3; 
3,  4,  5,  4,  3,  2,  1;  1,  2,  3,  2,  3,  4,  5;  1,  2,  3,  4,  3,  4,  5;  5,  4,  3,  2,  3,  2,  1;  1,  2,  3, 
3,  4,  4,  5;  1,  1,  2,  2,  3,  4,  5,  1,  2,  3,  4,  5,  5,  5,  etc.,  making  out  any  number 
of  little  exercises  of  this  kind.  This  work  may  last  through  the  third 
month. 

FOURTH  MONTH. 

For  rote  song  see  "Musical  Bells  "  (Golden  Thoughts  in  Song). 

Review  the  practice  of  the  scale. 

Begin  to  develop  different  lengths  of  tones,  (see  rudiments)  as:  Tones 
one  tap,  or  beat,  long,  and  tones  two  taps  long.  A  good  way  is  to  let  the 
numeral  alone,  represent  a  tone  one  tap  long. 

The  numeral  with  the  curve  over  it  as  3  or  2  or  1,  etc.,  represents 
a  tone  two  taps  long  (see  rudiments). 

Form  little  exercises  and  tunes  as  before,  as  1,  2,  3,  4,  5,  6,  5,  5,  6,  5,  4, 
3,  2,T;  3,  4,  5,  5,  6,  6,  IT,  3,  2,  3,  4,  3,  2,T,  etc. 

After  singing  such  exercises  by  syllables,  by  numerals  and  by  koo, 
have  the  pupils  hum  with  lips  closed  keeping  the  tongue  away  from  the 
roof  of  the  mouth. 

If  the  tongue  is  left  against  the  roof  of  the  mouth  the  tone  is  thrown 
into  the  nose,  which  gives  it  a  nasal  effect. 

Then  use  little  couplets  each  line  of  which  consists  of  seven  syllables, 
as, 

"  Let  us  sing  a  little  song 
Time  will  quickly  pass  along." 

Such  couplets  should  be  memorized  by  the  children  and  applied  to 
different  exercises. 

It  is  well  to  use  two  or  three  couplets  each  day  so  the  children  will  not 
weary  of  them. 

FIFTH  MONTH. 

For  rote  songs  see  "The  Sleighing  Glee  "  (Golden  Thoughts  in  Song), 
"  Gently  Lead  Us,"  "Father  Whate'er  of  Earthly  Bliss." 

Review  all  the  work  that  has  been  gone  over  up  to  this  time.  Form 
little  exercises  as  last  month  and  sing  to  different  vowels,  words  and  short 
phrases  (seven  syllables  each). 

Let  all  exercises  begin  and  end  on  1,  3,  5,  or  8,  of  the  scale.     Never 


VOCAL  MUSIC.  109 

begin  nor  end  on  2,  4,  6,  or  7.     In  singing  exercises  by  syllables  let  the 
vowels  be  pure  and  distinct. 

Introduce  the  rest  (see  rudiments)  by  using  o,  as:      1,  0,  2,  0,  3,  0,  4, 

0,7,  5,  4,  0,  0,  3,  3,  0,  2,  T. 

As  with  the  figures  let  the  o  alone  represent  a  quarter  rest,  then  o  with 
a  curve  over  it  will  represent  a  half  rest  (see  rudiments). 

SIXTH  MONTH. 

For  rote  songs  see  "The  Streamlet"  (Golden  Thoughts  in  Song), 
"Our  Nation  "  (Golden  Thoughts  in  Song). 

Continue  the  practice  of  exercises  formed  from  tones  of  the  scale,  to 
vowels  and  phrases  as  before,  from  numbers  on  the  board,  with  the  greatest 
care  for  production  of  pure  vowels,  which  are  the  basis  of  pure  tones. 

Teach  the  fact  that  the  pitch  of  tones  is  represented  by  the  staff  (see 
rudiments)  by  placing  the  numbers  on  the  staff,  as: 


Have  pupils  sing  this  exercise.     Write  the  following  tune  on  the  staff 

on  the  board,  using  small  figures,  1,  2,  3,  1,  3,  4,  ^  5,  4,  3,  4,  3,  2,T.  After 
singing  this  tune  several  times,  cover  the  figures  with  heads  of  notes, 
sing  as  before.  Place  stems  on  the  heads  making  the  note  one  tap  long 
(quarter  note),  except  the  5  and  1  with  a  curve  over  them,  these  are  two 
taps  long  (half  notes).  Here  is  a  good  place  to  begin  tapping  time.  A 
good  way  is  to  have  the  children  extend  the  right  arm  on  the  desk  before 
them  and  tap  lightly  with  the  soft  part  of  the  end  of  the  figures  on  the 
top  of  the  desk. 

Give  one  tap  for  each  part  of  the  measure.  (For  measure  see  rudi- 
ments.) 

Raise  the  fingers  slightly  between  the  taps  and  let  the  difference 
between  the  strong  and  weak  parts  of  the  measure  be  expressed  by  loud 
and  soft  taps.  Select  easy  songs  of  quarter  and  half  notes  in  two-part 
measure  andwrite  on  the  board.  Have  the  pupils  separate  into  measures. 
Continue  this  practice  to  the  end  of  this  month. 

SEVENTH  MONTH. 

For  rote  songs  see  "The  Golden  Rule"  (Golden  Thoughts  in  Song), 
"  Flow  Gently  Sweet  Afton  "  (Imperial  Wreath  of  Song). 

Continue  the  teaching  of  the  different  kinds  of  measures.  Write  the 
following  exercise  on  the  staff  in  half  notes  (^j)  1,  2,  3,  2,  3,  4,  5,  5,  4,  3, 
•2,  1,  2,  3,  3,  2,  1,_7,_6,_6,_S,_S,_6,_7,  1,  1,_7_,  1,  (see  rudiments.) 

Have  the  children  separate  into  as  many  different  kinds  of  measures 
as  possible.  Change  the  notes  to  quarters  (J)  and  separate  as  before. 
Change  to  eighths  ( Jv)  and  separate  as  before.  Change  to  eighths,  quarters 

and  halves  and  separate  as  before.  Continue  this  work  to  the  end  of  the 
month. 

EIGHTH  MONTH. 

For  rote  songs  see  ' '  Bright  May  Morning ' '  (Golden  Thoughts  in  Song), 
"Boat  Song"  (Fountain  Song  Book  No.  3). 


110  DRAWING-FIRST  YEAR. 

Review  the  year's  work,  making  individual  tests.  Each  child  in  the 
room  except  those  who  are  tone  blind  (can  not  recognize  the  difference 
between  one  and  five  of  the  scale)  should  be  able  to  sing  alone,  from  the 
staff,  little  exercises. 

Have  the  pupils  draw  the  staff  on  slates  or  paper  and  write  little 
exercises  from  dictation  by  syllable,  or  by  sound,  or  from  numbers  on  the 
board. 


DRAWING.— First  Year. 

Alternation.— If  the  school  program  is  crowded  with  recitations,  the  drawing  may 
alternate  with  writing  as  explained  on  page  7  of  this  Course.  Teach  the  drawing  given 
below  during'1897-8,  and  that  for  second  year  in  1898-9,  and  so  continue  to  alternate 
the  work  of  the  two  years. 

To  the  Teacher. — The  specific  object  of  this  course  is  to  cultivate 
understanding  of  the  type-forms  of  nature  and  art,  by  observing  and 
drawing,  and  thus  develop  aesthetic  judgment,  care,  neatness,  and  accu- 
racy. The  following  definitions  and  suggestions  will  serve  as  references 
in  following  the  order  of  study,  but  all  teachers  not  especially  trained  for 
the  work,  should  study  some  text  and  develop  a  critical  sense  for  form 
and  perspective.  It  is  assumed  that  from  fifteen  to  thirty  minutes  each 
day  constitutes  a  lesson  period. 

During  the  first  year  of  the  course  one  exercise  should  be  finished  each 
day,  by  each  pupil,  and  retained  by  the  teacher. 

Materials. — A  block  of  paper  8  by  10  inches,  from  which  each  sheet 
may  be  removed,  is  advised.  If  a  block  of  strained  paper  is  used  the 
necessity  of  drawing-boards  is  avoided.  Any  soft  pencil  will  answer. 
Erasers  should  not  be  used  except  to  clean  the  drawing  when  finished. 
For  such  purpose  a  soft  porous  rubber  is  best. 

Models. — Lack  of  models  is  not  sufficient  excuse  for  neglect  in  this 
course.  The  course  is  so  arranged  that  when  leaf  models  are  wanted 
they  will  be  in  season.  Other  models  can  be  procured  in  plenty,  from  any 
household,  and  pupils  can  be  relied  upon  to  furnish  their  own  models  to  a 
considerable  extent.  The  work  of  the  third,  fourth,  fifth,  sixth,  and 
seventh  months  of  the  first  year  demand  that  the  models  be  placed  at  the 
level  of  the  eye.  This  will  necessitate  some  provision,  and  is  unavoid- 
able. The  sequence  of  the  course  is  based  largely  upon  the  relative  posi- 
tion of  the  model  to  the  pupil,  hence  instructions  in  this  particular  must 
be  rigidly  followed.  The  work  of  the  course  may  be  varied  by  occasional 
blackboard  drawing. 

The  scale  of  the  drawings  should  be  changed  occasionally  to  avoid 
confusion  when  changes  are  necessary.  The  general  method  of  procedure 
in  the  drawing  of  any  model  is: 

First. — Sketch  very  lightly  the  general  direction  of  any  axis  or  long 
lines  which  will  help  in  the  construction  of  the  drawing. 

Second. — With  the  guidance  which  such  lines  afford,  sketch  lightly 
the  approximate  of  the  form  desired. 

Third. — Trim  and  add  to  the  approximate  form  until  the  true  form  is 
reached. 

Fourth. — Add  detail  not  already  drawn  as  part  of  the  general  form. 


DRAWING— FIRST  YEAR. 


Ill 


Fifth. — Strengthen  the  desired  outline  and  erase  the  light  constructive 
and  misplaced  lines. 

DEFINITIONS. 

Outline  drawing,  Representation  of  an  object  by  lines  defining  its 
extreme  outside  limits,  and  such  abrupt  changes  in  its  surface  as  can] be 
represented  by  individual  lines. 

Form,  Shape  represented  by  the  outline  of  an  object. 

Construction  lines,  Lines  drawn  lightly  and  at  the  beginning,  to  help 
locate  and  form  the  real  outline  of  the  object.  They  may  be  imaginary 
guides. 

Axes,  Lines  about  which  a  form  is  symmetrical. 

Convergence,  Tendency  to  come  together. 

Foreshortening,  Apparent  shortening  of  a  line  or  plane  due  to  its 
change  of  angle  with  the  direction  of  sight. 

FIRST  MONTH. 

The  exercises  of  the  first  month  represented  below  are  to  be  followed 
in  the  order  given.  The  instructor  will  sketch  them  upon  the  blackboard 
on  a  large  scale  before  the  pupils,  who  will  progress  with  their  drawing  as 
the  instructor's  drawing  progresses.  It  is  absolutely  necessary  that  the 
drawing  be  entirely  free-hand,  and  that  all  necessary  construction  lines 
be  drawn  in  lightly  before  the  real  pattern  is  attempted.  Each  of  the 
exercises  is  formed  relative  to  a  square  drawn  first.  The  purpose  of  this 
first  month's  work  is  to  attain  control  of  the  pencil  and  to  cultivate  a 
strict  sense  of  vertical,  horizontal,  and  oblique  direction  upon  the  paper. 

Straight  and  curved  line  exercises. 
1.  Series  of  four  hori- 


zontal straight  lines 
about  3  inches  long  and 
1  inch  apart. 

2.  Series  of  four  ver- 
tical straight  lines  of 
same  dimensions. 


3.    A   true    square, 
inches  on  each  side. 


4.  A  true  square  with 
diagonals. 

5.  A  true  square  with 
lines     connecting     the 
middle-points    of    each 
side  forming  an  oblique 
square  within. 


IUI 


1.  Square  divided  by 
lines  parallel  with  the 
sides  into  small  squares 
forming  a  cross. 

2.  Pennant  within    a 
square. 


3.  Kite  formed  on   a 
square. 


4.  Pennant  within    a 
square. 


5.  Flag   within    a 
square. 


112 


DRAWING-FIRST  YEAR. 


1.    Fan    within   a 
square. 


2.  Heart-shaped    fan 
within  a  square. 


3.    Egyptian  lotus- 
form  within  square. 


4.  Rosette. 


5.  Rosette. 


1.  Rosette. 


2.  Unit  of  design. 


3.  Rosette. 


4.  Rosette. 


5.  Rosette. 


SECOND  MONTH. 

Leaf  Models. — 1.  Natural  drawing  in  simplest  outline  of  a  simply- 
formed  leaf,  mounted  flat  and  vertical  upon  a  card. 

2.  Conventional  drawing  of  the  same  leaf. 

This  drawing  of  leaves  is  to  be  followed  through  the  second  month. 
Pupils  will  collect  and  mount  flatly  upon  cards,  as  they  are  needed,  ten 
varieties  of  simply  formed,  symmetrical  leaves  for  drawing  models.  The 
drawing  of  a  natural  leaf-form  in  outline  will  be  followed  with  a  conven- 
tional drawing  of  the  same  form  on  the  next  day.  Draw  straight  axes, 
and  block  in  the  general  form,  before  attempting  the  detail.  Draw  only 
the  principal  veins  and  serrations. 

The  conventional  treatment  consists  of  simplifying  the  natural  draw- 
ing and  making  it  perfectly  symmetrical.  (See  cuts.) 


THIRD  MONTH. 

Sphere  and  spherical  models  at  level  of  the  eye.— \.  Drawing  from  a  true 
sphere  suspended  or  resting  at  the  level  of  the  eye. 

2.  Spherical  fruit  or  vegetable  at  level  of  the  eye. 

The  third  month  will  be  devoted  to  drawing  from  spherical  models 
placed  at  the  level  of  the  pupils'  eyes.  The  drawings  may  be  made  4 


DRAWING— FIRST  YEAR. 


113 


inches  in  diameter  or  larger,  beginning  with  a  true  sphere  which  is  repre- 
sented by  a  circle.  Most  regular  models  should  be  used  first  and  those 
having  detail  or  irregularities  later.  Various  fruits  and  vegetables 
together  with  spherical  dishes  and  vases  may  be  used.  A  vertical  and  a 
horizontal  axis  through  the  center  should  be  drawn  at  first,  followed  by  a 
true  circle  sketched  in  lightly.  The  deviations  from  a  sphere  which  the 
model  may  have,  may  then  be  noted  and  represented  accordingly.  If  a 
spherical  vase  has  handles  or  legs  they  should  be  so  placed  that  the  pupil 
sees  them  in  profile  or  omitted  altogether. 


FOURTH  MONTH. 

.  Proportional  drawing  of  rectangular  models  at  level  of  eye. — For  the 
daily  exercises,  of  the  fourth  month,  rectangular  objects  will  be  placed 
at  the  level  of  the  pupils'  eye  and  in  such  a  position  that  but  one  face  or 
side  of  the  object  can  be  seen.  The  problem  will  consist  of  drawing  that 
side  in  true  proportion.  Books,  boxes,  etc.,  may  be  used  in  this  way. 
Great  care  must  be  exercised  in  the  placing  of  models  that  but  one  face  is 
visible  to  the  pupil.  Different  faces  of  the  same  model  may  be  used  as 
different  exercises,  and  in  combination  for  one  exercise.  Relative  height 
and  width  is  first  considered  and  represented  in  light  lines,  after  which 
detail  is  sketched  and  the  whole  drawing  emphasized. 


FIFTH  MONTH. 

Proportional  drawing  of  mixed  models  at  level  of  the  eye.— During  the 
fifth  month  a  variety  of  models  of  simple  form  will  be  used  in  a  similar 
way  to  those  of  the  fourth  month.  Vase  and  dish  forms,  baskets,  boxes, 
etc.,  can  be  used,  but  always  placed  so  that  but  one  side,  and  none  of  the 
top  or  bottom  is  visible  to  the  pupil.  Follow  the  suggestions  given  at  the 
beginning  of  the  course  concerning  general  methods  of  procedure. 


SIXTH  MONTH. 

Rectangular  models  in  oblique  horizontal  positions,  at  the  level  of  the 
eye.— The  sixth  month  exercises  consist  of  drawing  from  rectangular 
models,  placed  at  a  level  with  the  pupils'  eyes  so  that  the  top  or  bottom 
is  not  seen,  but  turned  in  an  oblique  horizontal  position  exposing  two 
sides  to  the  pupils'  view.  This  position  suggests  for  the  first  time  in  the 
course,  the  element  of  perspective.  The  tendency  of  the  farther  vertical 


114 


DRAWING— SECOND  YEAR. 


corners  to  appear  shorter  than  the  nearer  one,  though  in  reality  the  same 
length,  causes  the  lines  of  the  upper  and  lower  edges  which  connect  the 
verticals  to  appear  to  converge  or  run  together  in  the  drawing.  It  will  be 
found  better  to  instruct  this  principle  by  noting  the  apparent  difference  of 
the  farther  and  nearer  verticals  and  the  consequent  convergence  of  the 
horizontals,  than  by  any  statement  of  the  general  convergence  of  lines. 
In  addition  to  the  convergence,  the  apparent  shortening  of  the  horizontal 
edges  must  be  considered.  This  can  best  be  realized  by  comparing  the 
horizontal  distance  between  the  right  and  left  corner  verticals  and  the 
nearer  middle  one  at  the  beginning  of  the  drawing. 


C\ 


SEVENTH  MONTH. 

Cylindrical  and  mixed  models  in  oblique  horizontal  positions,  at  the 
level  of  the  eye,  and  showing  side  and  end  only. — The  models  differ  in  form 
but  are  placed  similarly  to  those  for  the  sixth  month.  The  drawing  of 
ellipses  is  the  most  difficult  point  of  difference.  For  such  positions  the 
long  axis,  of  the  ellipse,  representing  the  end  of  any  cylindrical  model,  will 
be  vertical  and  the  short  axis  horizontal  and  coincident  with  the  axis  of 
revolution  of  the  model. 


EIGHTH  MONTH. 

Drawing  rectangular  models  below  the  eye,  in  horizontal  positions, 
showing  front  and  top  sides  only. — The  model  will  be  placed  so  that  the 
right  and  left  corners  are  equally  distant  from  the  pupil's  eye  so  that  the 
front  and  rear  edges  will  be  drawn  horizontal,  and  the  retreating  edges 
will  meet  over  the  center  of  the  model. 


DRAWING.— Second  Year. 

Alternation.— See  suggestion;?    at  the  head  of   drawing  first  year,  and  note  that 
what  is  given  below  is  to  be  taught  in  1898-9,  and  each  alternate  year  thereafter. 

It  is  presumed  that  each  problem  of  the   second  year  may  demand 
several  class  sessions  for  completion. 

FIRST  AND  SECOND  MONTHS. 

1.  Drawing  of  blossoms  or  sprigs  mounted  upon  cards. 

2.  Conventional  units  derived  from  natural  drawing  of  the  previous 
lesson,  arranged  in  patterns. 


DRAWING— SECOND  YEAR. 


115 


The  drawings  of  these  two  months  are  to  be  made  from  mounted 
sprays  of  leaves  or  flowers  similar  to  the  second  month  of  the  first  year. 

The  natural  drawing  of  such  a  mounted  spray  is  followed  by  a  con- 
ventional drawing  arranged  into  a  pattern. 


THIRD  MONTH. 

1.  Cubical  and  rectangular  models  in  symmetrical  positions  below  the 
eye. 

2.  In  any  position. 

To  bring  the  difficulties  of  convergence  and  foreshortening  into  proper 
sequence  it  is  best  to  use  models  having  two  equal  dimensions,  i.  e. 
square  on  one  side,  for  the  first  two  weeks  of  this  month's  work.  In 
addition  to  this  they  should  be  placed  so  that  the  student  has  a  sym- 
metrical view  with  the  right  and  left  sides  and  angles  alike.  After  the 
idea  of  convergence  and  foreshortening  is  well  grounded,  together  with  a 
fair  ability  at  determining  angles,  other  rectangular  solid  models  may  be 
used  in  other  positions. 

The  Principle. — All  lines  of  a  model  which  are  parallel  in  the  model, 
tend  to  come  together  toward  their  farther  ends  in  the  drawing,  is  the 
fundamental  rule  of  this  month's  work,  and  should  be  thoroughly  under- 
stood. 


FOURTH  MONTH. 

Cylindrical  models  in  any  position  will  be  used  during  this  month. 
The  one  principle  so  important  to  the  drawing  of  cylindrical  models  will 
be  drilled  upon.  The  longest  axis  of  the  ellipse  which  represents  the 
head  or  end  of  any  cylindrical  body  is  always  drawn  at  right  angles  to 
the  axis  of  revolution  of  the  body. 

For  models  use  vases,  round  bask- 
ets or  boxes,  vegetables;  such  as  car- 
rots, beets,  corn,  etc.  The  axis  of 
revolution  is  the  first  line  to  be  drawn, 
then  the  major  axes  of  the  ellipses  if 
any.  All  ellipses,  whether  wholly  seen 
or  not,  should  be  sketched,  that  the 
visible  part  may  take  its  proper  form. 

FIFTH  AND  SIXTH  MONTHS. 

Groups  of  models  will  be  used  during  these  two  months.  In  addition* 
to  the  principles  of  previous  lessons  the  method  of  combining  objects  in 
proper  relation  is  important.  The  relation  of  several  models  in  a  group 


116 


DRAWING— SECOND  YEAR. 


must  be  considered  at  the  beginning  of  the  drawing,  or  much  labor  will 
be  lost  on  finding  that  the  carefully  drawn,  individual 
models  do  not  take  their  proper  place.  This  is  accom- 
plished by  sketching  a  light  but  accurate  outline  for  the 
group  as  a  whole  before  any  detail  is  attempted.  Begin 
with  very  simple  groups  of  two  or  three  simple  models. 
SEVENTH  AND  EIGHTH  MONTHS. 

General  Perspective. — During  the  last  two  months  of  the  course 
the  general  principles  of  perspective  governing  the  long  lines  of  interior 
views  of  a  rectangular  room  will  be  studied.  Very  simple  sketches  of 
three  views  will  be  drawn.  The  proper  conditions  exist  in  any  rectangular 
room  and  as  much  or  as  little  of  the  detail  may  be  shown  as  desired. 

1.  A  view  in  which  the  pupil  faces  one  wall  of  the  room. 

When  looking  squarely  at  the  wall  he  faces,  the  pupil  sees  the  meeting 
point  of  all  lines  which  run  in  the  direction  he  is 

\j  looking.     The  first  step  is  to  draw,  at  a  small  scale, 

_j I    s*  perhaps  two  inches  wide,  the  rectangle  which  rep- 

resents the  end  of  the  room.  Then  within  this 
rectangle  locate  the  meeting-point  of  the  lines 
running  in  the  direction  he  is  looking.  After  this 
point  is  located,  draw  the  lines  representing  the 
angle  where  the  walls  meet  the  ceiling  and  the 
floor,  through  the  corners  of  the  rectangle.  All  other  lines  running  in  the 
direction  the  pupil  faces,  as  floor-boards,  etc.,  meet  at  the  one  vanishing 
point  in  front  of  him. 

2.  A  view  in  which  the  pupil  faces  one  corner  from  a  position  equally 
distant  from  the  two  side  walls. 

Several  pupils  may  be  arranged  in  line  with  each  corner  of  a  room  for 
this  problem.  First  draw  a  horizontal  line  of  indefi- 
nite length  across  the  paper,  to  represent  the  horizon 
i  at  a  level  with  the  eye.  At  the  center  of  the  paper 
draw  a  vertical  line,  perhaps  2  inches  long,  crossing 
the  horizon,  and  divided  by  it  in  the  same  proportion 
that  the  horizon  divides  the  vertical  corner  of  the 
room.  This  vertical  represents  the  vertical  corner  in 

front  of  the  pupil.  With  the  length  assumed  to  represent  this  vertical  as 
a  measure,  lay  off  the  distance  from  the  corner  to  points  on  each  wall  at 
right  angles  from  the  position  of  the  pupil.  These  points  are  the  vanish- 
ing or  meeting  points  of  the  lines  where  the  side  walls  meet  the  ceiling 
and  the  floor. 

3.  A  general  view  in  which  the  pupil  has  apposition  facing  between 

the  corner  and  wall  and  is  nearer  one  wall  than  the 
other.  The  method  is  similar  to  the  second  problem 
except  that  the  vertical  representing  the  corner  of  the 
room  is  not  in  the  center  of  the  paper,  but  to  one  side. 
In  this  drawing  one  vanishing  point  will  probably  fall 
off  the  drawing  paper,  but  can  be  approximated. 


MORALS  AND  MANNERS.  117 

LESSONS  IN  MORALS  AND  MANNERS. 

The  lessons  in  Morals  and  Manners  here  given  are  taken  verbatim 
from  White's  School  Management,  by  special  permission  from  the  author, 
Dr.  E.  E.  White,  of  Columbus,  Ohio,  and  from  the  publishers,  The  Amer- 
ican Book  Company.  The  suggestions  are  necessarily  brief;  but  teachers 
are  referred  to  the  book  named  above  for  a  very  complete  and  systematic 
discussion  of  the  importance  of  moral  training,  ends  to  be  attained,  guid- 
ing principles,  method,  and  an  excellent  collection  of  materials  for  moral 
lessons,  consisting  of  stories,  fables,  literary  'gems,  maxims,  proverbs, 
etc. 

It  is  hoped  that  what  is  here  given  will  cause  teachers  to  read  peda- 
gogical works  which  treat  of  moral  training,  and  that  instruction  in  this 
very  important  subject  may  be  lifted  to  a  higher  plane  than  it  has  occupied 
in  the  past. 

MORAL  ELEMENTS  IX  THE  SCHOOL. 

1.  The  discipline  of  a  good  school  affords  a  valuable  moral  training, 
this  being  specially  true  when  desired  results  are  secured  by  an  appeal  to 
high  and  worthy  motives,  and  by  conscientious  training  in  the  cardinal 
virtues  of  truthfulness,  kindness,  and  justice. 

2.  All  good  teaching  has  a  potent  moral  element. 

3.  The  several  branches  of   study  taught  in  school  have   a  valuable 
moral  element,  this  being  especially  true  of  literature,   history,   natural 
science,  and  music. 

4.  Back  of  all  effective  instruction  in  duty  there  must  be  a  true  life. 
"Words  have  weight,"   says   a  writer,   "when  there    is  a  man  back  of 
them."     The  o?ie  vital  condition  of  effective  moral  instruction  is  char- 
acter in  the  teacher.     Truth  translated  into   human  experience  not  only 
wins  intellectual  assent,  but  it  touches  the  heart.     Noble  sentiments  have 
their   most    potent    moral    influence    when    they    dwell    regularly    in    the 
teacher's  life.     If  he  would  banish  falsehood  and  kindred  vices  from  his 
pupils'  hearts,  he  must  first  exorcise  them  from  his  own.     If  he  would 
make  them  truthful,  gentle,  kind,  and  just,  his  own  life  must  daily  exhibit 
these  virtues. 

MORAL  LESSONS  IN  THE  SCHOOL  PROGRAM. 

If  instruction  be  a  valuable  element  in  moral  training,  it  would  seem 
to  follow  that  it  should  not  be  crowded  into  a  corner  and  given  the  "  odds 
and  ends"  of  school  time.  It  should  have  an  assigned  place  in  the 
weekly  program,  and  thus  receive  its  due  share  of  attention.  It  is  not 
meant  that  all  moral  instruction  should  thus  be  regulated,  but  that  inci- 
dental instruction  should  be  supplemented  by  instruction  of  a  more 
progressive  and  systematic  character.  It  is  not  a  question  of  choice 
between  incidental  and  regular  instruction,  but  each  should  be  faithfully 
used,  the  one  supplementing  the  other.  The  pupils  need  both  and  each 
in  full  measure. 

1.  CLEANLINESS  AND  NEATNESS.—!.  Body,  hands,   face,   hair,  nails, 
etc.     2.  Clothing,  shoes,  etc.     3.  Books,  slates,  desk,  etc.     4.  Everything 
used  or  done. 

2.  POLITENESS    (Children}.— \.    At    school.      2.  At    home.      3.  At   the 
table.     4.  To  guests  or  visitors.     5.  On  the  street.     6.  In  company. 


118  MORALS  AND  MANNERS. 

3.  GENTLENESS.— 1.  In  speech.    2.  In  manner.    3.  Rude  and  boister- 
ous conduct  to  be  avoided.      4.  Patience,  when  misjudged.     5.  Docility, 
when  instructed. 

4.  KINDNESS  TO  OTHERS. — 1.  To  parents.     2.  To  brothers  and  sisters. 
3.  To  other  members  of   the  family,   and  friends.     4.  To  the  aged  and 
infirm.     5.  To  the  unfortunate.     6.  To  the  helpless  and  needy.     7.  The 
Golden  Rule. 

Forms. — (1)  Sympathy;    (2)  deference  and  consideration;    (3)  helpful- 
ness; (4)  charity;  (5)  no  cruelty  or  injustice. 

5.  KINDNESS  TO  ANIMALS. — 1.  To  those  that  serve  us.    2.  To  those 
that  do  not  harm  us — the  killing  of  birds.     3.  The  killing  of  those  that  do 
us  harm.    4.  The  killing  of   animals  for  food.     5.  Cruelty  to  any  animal 
wrong. 

6.  LOVE. — 1.  For  parents.     2.  For  brothers  and  sisters.     3.  For  other 
members  of  family,   and  friends.     4.  For  teachers,   and  all  benefactors. 
5.  For  one's  neighbor — "Thou  shalt  love  thy  neighbor  as  thyself."    6. 
For  God. 

7.  TRUTHFULNESS. — 1.  In  words  and  actions — "Without  truth  there 
can  be  no  other  virtue."     2.  Keeping  one's  word — promises  to  do  wrong. 
3.  Distinction  between  a  lie  and  an  untruth.    4.  Telling  what  one  does 
not  know  to  be  true.     5.  Prevarication  and  exaggeration.    6.  The  giving  of 
a  wrong  impression,  a  form  of  falsehood.     7.  Telling  falsehoods  for  fun. 

8.  FIDELITY  IN  DUTY.— 1.  To  parents — to  assist,  comfort,  etc.    2.  To 
brothers  and  sisters — older  to  assist,  etc.,  younger.     3.  To  the  poor  and 
unfortunate.    4.  To  the  wronged  and  oppressed.     5.  Duty  to  God. 

9.  OBEDIENCE. — 1.  To  parents.     2.  To  teachers  and  others  in  authority. 
3.  To  law.     4.  To  conscience.     5.  To  God. 

Nature.— (1)  Prompt;    (2)  cheerful;  (3)  implicit;  (4)  faithful. 

10.  NOBILITY. — 1.    Manliness.     2.    Magnanimity  and  generosity.     3. 
Self-denial  and  self-sacrifice  for  others.     4.  Bravery  in  helping  or  saving 
others.     5.  Confession  of  injury  done  another. 

11.  RESPECT   AND    REVERENCE. —  1.   For   parents.       2.    For  teachers. 
3.  For  the  aged.     4.  For   those   who   have   done    distinguished   service. 
5.  For  those  in  civil  authority. 

12.  GRATITUDE  AND  THANKFULNESS. — 1.  To  parents.    2.  To  all  bene- 
factors.    3.  To  God,  the  giver  of  all  good. 

13.  FORGIVENESS. — 1.  Of  those  who  confess  their  fault.     2.  Of  those 
who  have  wronged  us.     3.  Of  our  enemies.     4.  Generosity  in  dealing  with 
the  faults  of  others. 

14.  CONFESSION. — 1.  Of   wrong   done   another,   manly  and   noble.     2. 
Denial  of  faults— "The  denial  of  a  fault  doubles  it."    3.  Frankness  and 
candor. 

15.  HONESTY. — 1.  In  keeping  one's  word.     2.    In  school  and  out  of 
school.     3.  In  little  things.    4.  Cheating,  ignoble  and  base.    5.  "Honesty 
is  the  best  policy."    6.  Honesty  is  right. 

16.  HONOR. — 1.    To  honor  one's  self;    i.   e.,  to  be   worthy   of  honor. 
2.  To  honor  one's  family.     3.  To  honor  one's  friends.     4.  To  honor  one's 
home.     5.  To  honor  one's  country. 


MORALS  AND  MANNERS.  119 

17.  COURAGE. — 1.  True  courage— daring  to  do  right  and  to  defend  the 
right.     2.  False — daring  to  do  or  to  defend   the   wrong.     3.    In   bearing 
unjust  censure  or  unpopularity.    4.  In  danger  or  misfortune.    5.  Heroism. 

18.  HUMILITY.— 1.    True   greatness — not   blind   to   one's    own    faults. 

2.  Modesty  becoming  to  the  young.      3.  Avoidance  of   pride  and  vanity. 

4.  Self-conceit,  a  sign  of   self-deception.     5.  True  humility,  not  servility 
or  time-serving. 

19.  SELF-RESPECT.—!.    Not   self-conceit — based   on    conscious    moral 
worth.     2.  Not  self-admiration.     3.  Resulting  in  personal  dignity.    4.  Dis- 
tinction between  self-love  and  selfishness.     5.  "Be  not  wise  in  your  own 
conceit." 

20.  SELF-CONTROL. — 1.   Control    of    temper.      2.    Anger,    when   right. 

3.  Avoidance  of  hasty  words— "Think  twice  before  you  speak."     4.  Self- 
restraint  when  tempted.     5.  Self-restraint  under  provocation— "  Bear  and 
forbear."     6.  Rule  your  own  spirit. 

21.  PRUDENCE.—!.  In  speech  and  action.      2.  When  one  may  be  mis- 
understood.    3.  Respect  for  the  opinions  of  others.     4.  "Judge  not,   that 
ye  be  not  judged." 

22.  GOOD  NAME.— 1.  Gaining  a  good  name  when  young.     2.  Keeping 
a  good  name.     3.  Keeping  good  company.     4.  Reputation  and  character. 

23.  GOOD  MANNERS  (  Youth.) — 1.  At  home.     2.  In  school.     3.  In  com- 
pany.   4.  When  a  visitor  or  a  guest.     5.  In  public  assemblies.    6.  Saluta- 
tions on  the    street.     7.  Politeness   to  strangers.      8.  Trifling  in  serious 
matters,  to  be  avoided. 

24.  HEALTH. — 1.    Duty   to   preserve   health.      2.   Habits   that   impair 
health,  foolish  as  well  as  sinful.     3.  The  sowing  of  "wild  oats" — "What 
a  man  sows,  that  shall  he  also  reap."     4.  The  body  never  forgets  or  for- 
gives its  abuse.     5.  An  observance  of  the  laws  of  health,  a  duty. 

25.  TEMPERANCE.—!.    Moderation   in  the   indulgence   of    appetite   in 
things  not  harmful.      2.  Total  abstinence  from  that  which  is  injurious. 
3.  Dangers  in  the  use  of  alcoholic  liquors.      4.  Courage  to  resist  social 
temptations  to  indulgence.     5.  Injurious   effects  of  tobacco  on  growing 
boys.     6.  Cigarette  smoking  by  boys  a  serious  evil. 

26.  EVIL  HABITS.—!.  Those  that  injure  health.     2.  That  destroy  repu- 
tation.    3.  That  dishonor  one's  self  and  family.     4.  That  waste  money. 

5.  That  take  away  self-control.     6.  Thatincur  needless  risks,  as  gambling. 
7.  That  are  offensive  to  others,  etc. 

27.  BAD  LANGUAGE. — 1.  Profanity,  foolish  and  wicked.     2.  Obscenity, 
base  and  offensive.     3.  Defiling  books  or  other  things  with  obscene  words 
and  characters,  a  gross  offense.     4.  The  use  of  slang,  vulgar  and  impolite. 

28.  EVIL  SPEAKING. — 1.  Slander  a  serious  offense.     2.  Tale  bearing  to 
injure  another.     3.  Repeating  evil  which  one  has  heard  without  knowing 
that  it  is  true.     4.  "  Thou  shalt  not  bear  false  witness  against  thy  neigh- 
bor." 

29.  INDUSTRY. — 1.  Labor  a  duty  and  a  privilege.     2.  Right  use  of  time. 
3.  Manual  labor  honorable.     4.  Self-support  gives  manly  independence. 
5.  Avoidance   of    unnecessary  debt.    6.    When  begging  is  right.     7,   An 
opportunity  to  earn  a  living  by  labor,  due  every  one. 


120  OBSERVATION  WORK-ZOOLOGY. 

30.  ECONOMY. — 1.  Saving  in  early  life  means  competency  and  comfort 
in  old  age.     2.  Duty  to  save  a  part  of  one's  earnings — "  Lay  up  something 
for  a  rainy  day."     3.  Extravagance  wrong— "A  spendthrift  in  youth,   a 
poor  man  in  old  age."     4.  The  hoarding  of  money  needed  for  comfort  or 
culture  or  charity,  wrong.     5.  Charity—"  No  man  liveth  unto  himself." 

31.  PATRIOTISM. — 1.    Love  of   country.     2.  Reverence  for  its  flag.     3. 
Respect  for  its  rulers.     4.  Its  defense  when  necessary.     5.  Regard  for  its 
honor  and  good  name. 

32.  CIVIL  DUTIES.— 1    Obedience  to  law.     2.  Fidelity  in  office— bribery. 
3.  Honor  in  taking  an  oath— perjury.     4.  Duty   involved  in  the  ballot — 
buying  or  selling  votes.     5.  Dignity  and  honor  of  citizenship,  etc. 


OBSERVATION  WORK. 


To  the  Teacher.— The  pupils  need  no  text-books  in  the  work  outlined  in  zoology, 
botany,  and  physics.  In  fact,  books  would  do  more  harm  than  good.  The  chief  object 
for  the  teacher  to  keep  in  mind  is  to  get  the  children  thoroughly  interested  in  the  study 
of  nature  and  its  beauties.  To  do  this  it  is  necessary  that  they  come  directly  in  contact 
with  the  objects  talked  about,  that  they  see  and  feel  for  themselves;  that  they  themselves 
perform  the  experiment  and  draw  the  conclusion.  The  teacher  should  carefully  direct 
the  investigations  of  the  pupils,  and  not  tell  or  show  too  much,  even  if  the  work  does 
progress  slowly.  If  thorough  interest  is  awakened  in  the  subject  matter  taught,  the 
pupils  will  be  made  thoughtful  and  observant  along  these  lines  and  will  be  continually 
acquiring  useful  knowledge.  Thus  the  chief  objects  will  be  accomplished.  Representa- 
tion of  the  simpler  forms  by  drawings,  compels  a  more  careful  study,  and  also  affords  a 
means  of  preserving  many  results,  otherwise  lost. 


ZOOLOGY. 

Alternation.— Carefully  read  what  is  said  about  "Alternation  of  Work"  in  the 
introduction  to  this  Course  pages  6  and  7  and  have  a  class  in  zoology  in  1897-8;  a  class  in 
botany  in  1898-9;  and  a  class  in  physics  in  1899-1900. 

FIRST  MONTH. 

In  what  places  have  you  found  insects?  (Under  stones,  in  walls,  and 
grass,  on  leaves,  etc.)  What  were  they  doing?  (Observe  them  repeatedly.) 
What  means  have  insects  of  escaping  from  their  enemies?  (Observe  their 
color,  sting,  manner  of  flight,  etc.  Give  numerous  examples.)  Study 
butterflies  especially.  What  do  they  eat?  Where  and  how  do  they  get  it? 
Do  they  visit  all  flowers?  Where  do  they  stay  at  night? 

SECOND  MONTH. 

Collect  the  larvae  of  moths  (large  green,  and  brown  worms)  and  of 
butterflies  (caterpillars)  and  put  them  in  small  boxes  covered  with  mos- 
quito netting.  Feed  them  with  fresh  leaves  from  the  plant  on  which  they 
were  found.  Note  the  changes  daily.  Keep  them  through  the  winter  and 
note  the  changes  in  spring.  What  becomes  of  insects  during  cold  nights? 
What  becomes  of  butterflies?  Of  bees?  Of  grasshoppers?  Of  flies?  Can 
you  find  any  insects  preparing  to  live  through  the  winter?  Which  ones 
seem  most  intelligent?  Why? 

THIRD  MONTH. 

What  birds  are  with  us  now?  Were  they  here  all  summer?  What  is 
their  food?  What  substitute  for  migration  do  many  animals  have?  Give 
examples.  (Hibernation.)  Search  for  insects  under  stones,  leaves,  etc. 


OBSERVATION  WORK— ZOOLOGY.  121 

Have  they  lined  their  nests  in  any  way  to  protect  themselves  from  cold? 
What  changes  do  we  make  in  our  clothing  as  winter  approaches?  (In 
material,  color,  thickness,  etc.)  Do  animals  make  similar  preparation  for 
winter?  Examine  feathers  of  birds  and  note  their  uses.  Examine  cover- 
ing- of  dogs,  cats,  horses,  etc. 

FOURTH  MONTH. 

Can  any  of  the  summer  birds  be  found?  If  so,  what  are  they?  Have 
you  found  any  newcomers?  Where  have  they  come  from?  What  is  their 
food?  Do  they  sing?  Are  they  building  nests?  Is  there  any  insect  life 
abroad?  Watch  sharply  on  warm  days  and  in  sheltered  places.  Hunt  for 
earthworms.  How  deep  do  they  burrow  into  the  ground?  In  what  con- 
dition do  fish,  crayfish,  and  frogs  spend  the  winter?  Look  for  these  under 
leaves,  and  in  mud  along  sides  and  in  bottom  of  ponds.  Contrast  the  dog 
and  cat  in  drinking;  in  walking.  How  does  it  happen  that  the  cat  can 
move  so  much  more  quietly  than  the  dog?  Why  is  that  necessary?  (Note 
the  difference  in  the  motions  of  the  trunk  and  in  the  flexibility  of  the 
joints  as  they  step.) 

FIFTH  MONTH. 

Why  have  not  all  animals  migrated?  Is  it  due  to  superior  or  to  less 
intelligence,  or  to  neither?  What  wild  animals  are  spending  the  winter 
with  us?  Which  ones  store  up  food  for  winter?  Where  do  they  obtain  it? 
What  do  the  others  eat?  How  do  these  animals  protect  themselves  from 
cold?  How  does  a  rabbit  run?  How  does  its  running  differ  from  the  run- 
ning of  a  cat  or  a  dog?  I  vw  does  a  eat  differ  from  a  rabbit  in  making  a 
spring?  In  which  are  th'*'nindquarters,  compared  with  the  forequarters, 
the  better  developed,  in  the  rabbit  or  the  eat?  Compare  both  of  these  with 
the  dog.  Talk  about  the  habits  of  our  wild  animals;  e.  g.,  where  they 
make  their  homes,  how  they  drink,  etc. 

SIXTH  MONTH. 

Compare  the  food  of  cow,  cat,  bird,  etc.;  also  their  methods  of  taking 
hold  of  it.  How  are  these  animals  differently  constructed  so  as  to  seize, 
chew,  and  digest  such  food?  Which  ones  make  use  of  their  fore  limbs  in 
managing  their  food?  Note  the  use  of  the  lips  when  drinking  and  eating; 
also  the  position  and  shape  of  the  teeth  and  their  use.  Note  also  the  use 
of  the  tongue  and  the  movements  of  the  jaws.  Which  is  fitted  to  eat  the 
shortest  grass,  the  cow,  horse,  sheep,  or  goat?  Why?  What  effect  does 
that  have  upon  the  kind  of  pasture  men  give  to  these  animals?  See 
geographies. 

SEVENTH  MONTH. 

Let  each  pupil  keep  a  record  of  the  return  of  birds.  Have  any  of  the 
winter  birds  disappeared?  Is  the  plumage  of  those  that  have  returned 
changed  any?  Do  they  sing?  What  is  the  food  of  the  birds  that  return 
earliest?  Do  they  begin  nesting  immediately?  Do  they  repair  and  use 
old  nests?  What  are  the  most  serious  dangers  that  threaten  those  that 
first  return?  What  kinds  of  insects  are  abroad  this  month?  Where  do 
they  stay  and  what  are  their  habits?  What  enemies  have  they  and  upon 
what  do  they  depend  for  safety,  defense,  concealment,  and  flight?  What 
have  you  observed  about  the  earthworms?  Examine  the  cocoons  gathered 


122  OBSERVATION  WORK— BOTANY. 

last  fall,  or  such  as  are  found  upon  twigs  of  trees,  bushes,  etc.  Do  they 
show  any  signs  of  life?  (Study  the  silk  industry  in  this  connection,  if 
possible.) 

EIGHTH  MONTH. 

Why  are  earthworms  so  abundant  after  a  rain?  What  is  the  meaning 
of  the  small  heaps  of  earth  at  the  entrance  of  a  burrow?  How  many  bur- 
rows are  there  in  a  square  yard  of  ground?  Count  several  and  find  the 
average.  Carefully  clean  away  the  little  heaps  of  earth  from  about  the 
burrows  in  a  square  yard  and  next  morning  gather  all  that  has  been  cast 
up  during  the  night.  Dry  and  weigh  it.  At  the  same  rate  how  much 
would  be  brought  to  the  surface  on  one  acre  in  a  single  night?  In  one 
month?  What  are  the  effects  upon  the  soil?  Upon  objects  lying  upon  the 
ground?  Find  the  depth  of  a  burrow  and  make  a  diagram  of  it.  What  is 
the  food  of  earthworms?  Their  enemies?  Their  means  of  protection  and 
methods  of  locomotion?  Observe  birds,  their  modes  of  flying,  their  speed, 
places  of  nesting,  etc.  Sketch  a  few  of  the  common  insects.  Note  their 
food,  number  of  their  wings,  their  means  of  protection,  etc. 


BOTANY. 

Alternation.— In  observation  work  the  school  should  study  zoology  in  1897-8. 
botany  in  1898-9,  and  physics  in  1899-1900,  and  so  continue  to  alternate. 

FIRST  MONTH. 

Have  trees  finished  their  growth  for  this  season?  How  can  you  tell? 
Is  the  same  true  of  other  plants  that  you  know?  Have  old  trees  grown  as 
rapidly  as  young  trees?  Name  the  trees  that  grow  fastest.  Which  are 
the  most  beautiful  trees?  In  what  respect  are  they  beautiful?  What 
colors  are  most  common  among  ripened  fruits?  Why?  In  what  way  do 
fruits  protect  themselves  in  order  that  the  seeds  may  become  ripe?  Col- 
lect seeds  and  fruits  of  all  kinds;  dry  and  preserve  them  carefully  in  en- 
velopes or  bottles. 

SECOND  MONTH. 

Examine  twigs  to  see  if  there  is  much  sap  in  them.  What  has  become 
of  the  sap?  What  causes  the  leaves  to  fall?  Is  it  fortunate  for  -the  trees 
that  they  fall?  Why?  Continue  to  collect  seeds,  nuts,  etc.  How  have 
plants  provided  for  distribution  of  seeds?  Note  contrivances  by  which 
seeds  of  weeds  are- scattered.  Examine  dandelion,  thistle,  burdock,  etc. 
Of  what  help  is  the  wind  to  seeds?  Give  examples.  How  do  animals 

help  to  distribute  seeds  ? 

THIRD  MONTH. 

Examine  the  rootlets  of  several  plants.  When  is  the  proper  time  for 
transplanting  trees?  What  special  care  should  be  taken  if  they  are  trans- 
planted at  other  seasons?  Can  it  be  said  that  trees  hibernate?  Why? 
What  provision  have  trees  made  for  the  coming  year?  How  about  an- 
nuals? Biennials?  Perennials?  Do  the  first  frosts  kill  any  of  the  newly 
grown  twigs?  Examine  as  many  different  kinds  of  trees  as  possible. 
How  does  the  number  of  seeds  produced  by  plants  that  are  killed  by  cold 
each  year  compare  with  the  number  produced  by  plants  that  live  from  year 
to  year?  Give  numerous  examples.  Which  of  these  two  classes  seems  to 
have  the  better  mode  of  scattering  its  seeds?  Take  plenty  of  time  in 


OBSERVATION  WORK— BOTANY.  123 

working  up  this  topic  so  that  a  large  number  of  examples  may  be   cited 
by  the  pupils. 

FOURTH  MONTH. 

During  a  hard  freeze  examine  the  smaller  twigs.  Are  they  frozen 
through?  How  protected?  Open  the  buds;  are  they  frozen?  How  are 
they  protected?  Are  they  wet  through  when  it  rains?  Note  the  shape  of 
trees.  Draw  an  outline  of  several  common  ones.  Which  ones  are  in 
least  danger  from  being  broken  by  sleet  and  strong  winds?  Why?  (Note 
method  of  branching,  strength  of  wood,  etc.)  What  is  the  wood  of  the 
trees  used  for?  How  is  it  prepared  for  use?  (Read  about  wood  manu- 
factures, lumbering,  etc.)  Note  the  rings  in  the  cross  section  of  a  branch; 
what  has  caused  them?  Compare  the  wood  of  various  trees  as  to  its 
hardness,  porosity,  color,  odor,  weight,  usefulness,  etc. 

FIFTH  MONTH. 

Examine  a  large  number  of  buds  of  different  trees  to  discover  if  they 
are  dead.  Make  collection  of  buds  and  find  what  per  cent  have  been 
killed.  Does  the  bark  of  trees  have  rings?  (Examine  trees  with  thick 
bark  to  find  out.)  What  is  the  cause?  Why  are  there  not  so  many  rings 
to  be  found  in  the  bark  as  in  the  wood?  Why  does  the  bark  become  split 
so  badly?  Of  what  use  to  the  tree  is  the  old,  dead  bark?  How  does  the 
bark  of  a  single  tree  vary  in  color?  What  is  the  cause?  Make  a  collection 
of  cross  sections  of  trees;  also  of  longitudinal  sections.  How  do  the  two 
differ  in  appearance?  Can  you  recognize  a  tree  by  its  bark? 

SIXTH  MONTH. 

Is  there  any  flow  of  sap  in  trees  at  this  time?  When  are  maple  syrup 
and  sugar  made  from  the  maple?  Why  then?  How  are  they  made? 
Where?  Do  you  find  any  twigs  that  are  dead,  as  well  as  buds?  Examine 
some  evergreens  of  different  kinds;  do  they  ever  shed  their  leaves? 
When?  Are  the  leaves  that  remain  on  the  trees  living?  Can  you  see  any 
regularity  in  their  arrangement?  Are  the  leaves  grouped  in  the  same  way 
in  different  kinds  of  evergreens?  Notice  the  pitchy  substance  under  the 
bark;  how  does  the  tree  make  use  of  it  to  heal  wounds?  How  does  it  pre- 
vent fence  posts  from  rotting  rapidly?  Find  how  pitch,  turpentine,  resin, 
and  tar  are  manufactured.  Where? 

SEVENTH  MONTH. 

Can  you  by  examination,  determine  the  extent  to  which  the  roots  of 
trees  are  spread?  How  does  it  compare  with  the  spread  of  the  top?  On 
what  part  of  the  roots  are  the  rootlets  mainly  found?  Where,  then,  would 
it  be  best  to  pour  water  when  watering  trees?  Where  do  the  leaves  of 
trees  manage  to  drop  most  water  when  it  rains?  Are  the  buds  of  trees 
changing  any?  Cut  the  twigs  of  several  trees  to  see  if  they  bleed.  Why 
do  men  girdle  trees  in  order  to  kill  them?  Where  does  growth  take  place 
in  a  tree?  What  part  of  a  tree  is  really  alive,  then?  When  would  you  trim 
trees?  Why?  Show  process  of  germination  by  planting  seeds  in  pots, 
boxes,  etc.,  or  in  cotton  on  water  in  glasses. 

EIGHTH  MONTH. 

Notice  the  arrangement  of  buds.  Are  all  those  on  a  single  tree  equally 
advanced  in  development?  Keep  a  record  of  the  dates  when  trees  blossom 


124  OBSERVATION  WORK-PHYSICS. 

and  when  they  put  forth  their  leaves.  What  common  flowers  do  you 
know?  Keep  a  record  of  the  dates  of  their  appearance.  How  many  parts 
do  flowers  have,  and  what  are  the  parts  for?  How  are  insects  of  assist- 
ance to  flowers?  Plant  some  of  the  seeds  gathered  last  fall.  Where  do 
little  plants  find  their  food  which  supports  them  until  their  roots  and 
leaves  are  sufficiently  developed  to  feed  them?  Make  drawings  of  the 
plants  at  different  stages  of  growth.  In  some  place,  not  likely  to  be  dis- 
turbed, mark  off  a  square  yard  of  ground  and  count  the  different  kinds  of 
plants  it  produces.  Can  you  tell  where  the  seeds  for  so  many  plants  come 
from? 


PHYSICS. 

Alternation.  —  In  observation  work  the  school  should  study  zoology  in  1897-8, 
botany  in  1898-9,  and  physics  in  1899-1900,  and  so  continue  to  alternate. 

FIRST  MONTH. 

Place  small  amounts  of  water  in  several  differently  shaped  vessels  and 
allow  them  to  stand  exposed  to  the  air  for  several  days.  What  becomes 
of  the  water?  Under  what  circumstances  will  it  evaporate  most  rapidly? 
Note  the  varying  effects  of  a  wide  extent  of  surface;  of  currents  of  air 
passing  over  the  surface;  of  direct  sunlight,  darkness,  heat,  cold,  etc. 
What  causes  mud  to  dry  up?  What  becomes  of  dew,  frost? 

SECOND  MONTH. 

How  does  water  change  its  form  when  it  evaporates?  What  causes  it 
thus  to  change  its  form?  What  are  the  effects  of  heat?  Of  cold?  Is  vapor 
pushed  up  or  pulled  up?  Explain  by  having  children  perform  numerous  ex- 
periments. Can  you  account  for  the  formation  of  clouds?  What  is  the 
history  of  a  drop  of  water?  Of  what  use  is  wind  in  this  connection? 

THIRD  MONTH. 

What  causes  dew?  Frost?  Why  does  the  earth  become  cooler  after 
sunset?  Explain  the  process  by  which  water  cools.  Which  cools  faster, 
land  or  water  ?  What  effect  must  that  have  upon  climate  ?  Give  examples. 
Is  the  formation  of  dew  or  frost  dependent  upon  clearness  of  night  ? 
(Keep  a  record  before  answering).  Why  is  it  so?  What  causes  wind? 
Have  children  perform  numerous  experiments  to  explain  this. 

FOURTH  MONTH. 

Have  children  perform  experiments  showing  that  air  takes  up  space. 
For  instance,  push  an  open  bottle,  mouth  downward,  into  water.  Note 
whether  or  not  the  water  enters  and  why.  Have  several  experiments  per- 
formed showing  that  air  has  weight,  is  exerting  pressure.  For  instance, 
heat  the  bottle  and  push  it  into  water,  mouth  downward.  Hold  it  there 
until  it  cools  and  observe  what  happens.  The  cause?  Let  experiments 
show  why  water  rises  in  a  common  pump.  Is  it  pushed  up  or  pulled  up  ? 
What  are  the  valves  for?  Explain  force  pump.  How  may  you  keep  the 
pump  from  freezing  ? 

FIFTH  MONTH. 

Is  there  any  air  in  water  ?  HOWT  can  you  tell  ?  What  takes  place 
when  water  is  heated  in  a  pan  ?  Why  is  it  fortunate  that  water  expands 
before  it  freezes  ?  What  are  thermometers  for  ?  How  would  you  make 


OBSERVATION  WORK— PHYSICS.  125 

one  ?  How  is  it  possible  to  have  more  than  one  kind  of  thermometer  ? 
(Fahrenheit  and  Centigrade).  Why  should  a  person  have  a  thermometer 
in  a  room  ?  Where  should  it  be  placed  ?  Why  ?  Are  there  currents  of 
air  in  a  room  ?  (Try  the  space  over  a  stove,  or  a  lighted  lamp;  also  the 
cracks  at  doors  and  windows.  Use  a  lighted  lamp  or  taper  in  looking  for 
a  draught) .  What  is  the  cause  of  these  movements  of  air  in  a  room  ? 
Can  you  account  for  their  direction  ? 

SIXTH  MONTH. 

Compare  the  heating  of  air  in  a  room  with  the  heating  of  water  in  a 
pan.  Also  with  the  heating  of  water  in  a  lake.  In  what  part  of  a  room 
(top  or  bottom)  does  the  thermometer  rise  higher?  Why?  How  would 
you  ventilate  a  room  ?  How  test  the  purity  of  air  in  a  schoolroom  ?  (By 
the  odor  when  a  person  enters  from  fresh  air  outside).  How  are  furnaces 
made  to  heat  houses  ?  Do  they  provide  at  all  for  ventilation  ?  Of  what 
help  may  a  fireplace  be  for  ventilation  ? 

SEVENTH  MONTH. 

What  proofs  are  there  that  the  earth  attracts  objects  ?  What  advan- 
tages do  you  see  in  the  fact  that  objects  have  weight?  L,et  it  be  seen,  by 
experiments,  what  is  meant  by  centre  of  gravity.  What  causes  pendu- 
lums to  swing  ?  What  facts  can  you  discover  by  experimenting  with 
pendulums  ?  How  would  you  regulate  a  clock  by  its  pendulum  ? 

EIGHTH  MONTH. 

Have  children  perform  experiments  showing  what  is  meant  by  specific 
gravity.  How  is  a  knowledge  of  this  subject  of  any  use  ?  Magnetize  a 
large  knitting  needle  by  rubbing  it  over  the  poles  of  a  magnet  and  make 
a  compass  of  it.  Why  does  the  needle  point  in  the  direction  in  which  it 
points  ?  What  useful  purposes  can  you  think  of  to  which  a  compass  may 
be  devoted  ?  What  two  directions  does  it  give  directly  ?  What  two  indi- 
rectly ?  Make  use  of  the  needle  in  determining  the  direction  of  the  wind; 
of  the  road  home;  the  directions  toward  different  places,  buildings,  etc., 
in  the  neighborhood. 


c/ 


126  HIGHER  COURSE  OF  STUDY. 


OURSL  OF  ITUDY. 


Alternation.—  This  Course  is  recommended  for  advanced  country  schools  and  for 
the  smaller  graded  schools.  Where  but  few  teachers  are  employed,  it  is  impossible  to 
carry  the  work  of  the  more  extended  courses.  But  by  following  the  plan  of  alternation 
of  work  as  recommended  on  page  7  of  this  Course,  it  is  believed  that  these  smaller 
graded  schools  can  not  only  do  the  work  of  two  years  here  outlined,  but  can  also  add  a 
third  year  for  graduation. 


FIRST  YEAR. 

TEXT-BOOKS. — General  History,  Algebra,  Physiology,  Botany,  and  Book- 
keeping. 

GENERAL  HISTORY.— History  of  Ancient       PHYSIOLOGY.— Physiology  completed. 

Peoples.  BOTANY  AND  BOOKKEEPING.— See  note  at 

ALGEBRA.— First  half  of  text-book.  head  of  "  Botany  and  Bookkeeping." 


GENERAL  HISTORY. 

NOTE.— To  understand  history,  the  geography  should  be  thoroughly  learned.  The 
teacher  should  not  fail  to  have  maps  carefully  studied. 

FIRST  MONTH. 

History,  definition,  scope,  divisions.  The  historic  race,  Aryans, 
Semites,  Hamites.  Egypt,  Old  Empire,  Middle  Empire,  New  Empire, 
decline  of  Egypt,  civilization,  king,  priests,  soldiery,  common  people, 
hieroglyphics,  literature,  monuments,  industries,  religion,  embalming, 
everyday  life. 

SECOND  MONTH. 

Babylonia  and  Assyria,  Chaldea,  Nineveh  and  its  conquering  kings, 
society,  manner  of  writing,  literature,  monuments,  walls,  temples,  hang- 
ing gardens  of  Babylon,  character  of  people,  religion,  scenes  from  life. 
Phoenicia,  settlements,  Carthage,  literature,  arts  and  inventions,  religion, 
Baal  and  Moloch. 

THIRD  MONTH. 

Judea,  Jews,  Abraham,  Joseph,  Moses,  the  exodus,  conquest  and 
occupation  of  Palestine,  the  Kingdom  of  David,  its  divisions,  idolatry 
introduced,  the  captivity,  the  restoration,  religion  and  learning,  the 
Hittites.  Media  and  Persia,  Cyrus,  Cambyses,  Darius,  Persian  society, 
writing,  Zoroaster,  education  of  Persians,  monuments  and  arts,  character 
and  customs,  religion,  Magi,  the  army.  India,  Hindoos,  society,  litera- 
ture, the  Sanscrit,  Brahminism,  Buddhism.  China,  the  great  wall,  why 
built,  Genghis  Khan,  Marco  Polo,  civilization,  literature,  religions. 
Greece,  geographical  features,  early  inhabitants,  Hellenes,  legendary 
history,  government,  Dorian  migration,  colonies,  Sparta,  Lycurgus. 

FOURTH  MONTH. 

Athens,  early  history,  Draco,  Solon,  the  tyrants,  democracy.  Cause 
of  Persian  wars,  Marathon,  Miltiades,  Themistocles  and  Aristides,  Xerxes, 
Thermopylae,  Leonidas,  Salamis,  Plataea,  Mardonius,  Pausanias,  Mycale, 
Pericles,  Cimon,  the  long  walls.  Peloponnesian  war,  causes,  siege  of 


HIGHER  COURSE— FIRST  YEAR.  127 

Plataea,  Alcibiades,  expedition  to  Sicily,  fall  of  Athens,  the  thirty  tyrants, 
retreat  of  the  ten  thousand,  Spartan  and  Theban  rule,  Agesilaus,  Epami- 
nondas.  Macedonia,  its  people,  Philip,  Demosthenes,  Chaeronea,  Alex- 
ander, conquests,  Granicus,  Issus,  Tyre,  Egypt,  Arbela,  Babylon,  results. 
Successors,  Ptolemy,  Lysimachus,  Seleucus,  Cassander. 

FIFTH  MONTH. 

Greek  civilization,  society,  classes  in  Sparta,  Greek  literature,  poetry 
and  history,  Homer,  Hesiod,  Pindar,  Sophocles,  Euripides,  Xenophon, 
Thucydides,  Herodotus,  Pythagoras,  Socrates,  Plato.  Schools  of  phil- 
osophy, Academic,  Peripatetic,  Epicurean,  Stoics.  Libraries,  education 
in  Athens,  education  in  Sparta.  Architecture,  Doric,  Ionic,  Corinthian. 
Religion  and  Mythology,  festivals,  marriage  customs,  burial,  weapons, 

life  scenes. 

SIXTH  MONTH. 

Rome,  founding,  early  inhabitants  of  Italy,  the  Latins,  Etruscans, 
Alba  Longa,  government  of  Rome,  Sabine  invasion,  Tarquins,  the  republic. 
Patricians  and  Plebeians,  secession  of  the  Plebs,  agrarian  law,  the  decem- 
virs, twelve  tables,  Gallic  invasion,  Cincinnatus,  Pyrrhus.  Punic  wars, 
Carthage,  Hiero,  Regulus,  Sicily,  Hannibal,  Fabius,  Cannae,  Scipio,  Rome 
conquering  Greece,  Syria,  Spain,  effect  of  conquest  on  Roman  people. 

SEVENTH  MONTH. 

Civil  wars,  the  Gracchi,  Jugurtha,  Cimbri  and  Teutons,  Mithridatic 
wars,  Sulla,  Marius,  Cinna,  Gladiatorial  war,  Catiline's  conspiracy,  the 
triumvirate,  war  between  Caesar  and  Pompey,  assassination  of  Caesar, 
second  triumvirate,  Philippi,  Cleopatra,  war  between  Antony  and  Octa- 
vius.  The  empire,  the  Germans,  Varus,  birth  of  Christ,  Tiberius,  Caligula, 
Nero,  Vespasian,  Titus,  Domitian,  the  good  emperors,  decline  of  the 
empire,  inroads  of  the  barbarians,  fall  of  the  empire.  Roman  civilization, 
society,  army,  literature,  Virgil,  Horace,  Cicero,  Livy,  Seneca,  education, 

monuments  and  art. 

EIGHTH  MONTH. 

Roman  character,  religion,  games  and  festivals,  gladiators,  marriage, 
burial,  dress,  a  day  in  Rome,  a  Roman  house,  the  house  of  Pansa,  a 
triumph,  funeral  honors  to  an  emperor.  Review  work  gone  over.  PAY 
special  attention  to  the  geography,  locating  important  places,  countries, 
towns,  and  rivers. 


ALGEBRA. 

FIRST  MONTH. 

Literal  Quantities.— Ideas  and  expression,  symbols  and  signs, 
coefficients  and  exponents,  numerical  quantities,  literal  quantities,  posi- 
tive and  negative  quantities.  Addition,  arithmetical  sum,  algebraic  sum, 
monomial,  binomial,  polynomial,  similar  terms,  dissimilar  terms, 
arithmetical  difference,  algebraic  difference,  subtraction. 

SECOND  MONTH. 

Multiplication  and  Division. — Multiplication,  expression  of  prod- 
ucts, exponents,  signs,  rule  for  signs, definition  of  terms  in  multiplication, 
arithmetical  product,  algebraic  product.  Division  signs  and  rules  for 


128  HIGHER  COURSE-FIRST  YEAR. 

signs,  exponent  zero,  arithmetical  division,  algebraic  division,  definition  of 
terms,  division  of  monomials,  division  by  monomials,  division  by  poly- 
nomials. Definition  of  equation,  member,  a  known  quantity,  unknown 
quantity,  axioms,  solving  equations,  verifying  equations. 

THIRD  MONTH. 

Complete  addition  of  all  forms  of  polynomials;  also  of  subtraction. 
Study  symbols  of  aggregation,  especially  when  preceded  by  the  minus 
sign.  Do  not  forget  that  the  horizontal  line  between  the  numerator  and 
denominator  of  a  common  fraction  is  a  symbol  of  aggregation.  Complete 
multiplication  and  division  of  polynomials.  Study  simple,  simultaneous, 
independent  equations.  Elimination,  elimination  by  addition  or  subtrac- 
tion. Involution,  power,  degree,  exponent,  even  powers,  negative  powers. 

FOURTH  MONTH. 

Factors. — Composite  quantity,  and  prime.  Product  of  an  even  num- 
ber of  factors,  of  an  odd  number,  square  of  a  binomial,  product  of  the  sum 
and  difference  of  two  numbers,  factoring  a  polynomial,  factoring  difference 
of  squares,  the  sum  or  difference  of  equal  odd  powers  of  two  quantities,  a 
trinomial.  Highest  common  divisor.  Lowest  common  multiple. 

FIFTH  MONTH. 

Fractions.— Arithmetical  and  algebraic  fractions,  value,  apparent 
sign,  integral  and  mixed  quantities.  Proper,  improper,  and  compound 
fractions,  reciprocal.  Reduction,  definition,  methods,  principles,  changing 
signs  of  terms.  Reduction  of  fractions  to  lowest  terms,  mixed  numbers 
to  improper  fractions,  improper  fractions  to  integral  or  mixed  forms, 
fractions  to  similar  forms.  Addition,  subtraction,  multiplication,  and 
division  of  fractions.  Complex  fractions,  and  involution  of  fractions. 

SIXTH  MONTH. 

Equations. — Numerical,  literal,  simple,  quadratic  equations.  Trans- 
formation of  equations,  transposition,  clearing  of  fractions,  solution  of 
equations,  problems,  statements.  Solve  many  equations  and  problems. 
Be  careful  to  make  full  and  clear  written  statements  of  all  the  conditions 
of  a  problem  before  attempting  to  form  the  equation. 

SEVENTH  MONTH. 

Elimination. — Study  elimination  by  substitution,  by  comparison, 
solution  of  literal  equations,  study  general  problems.  If  students  do  not 
become  as  familiar  with  general  problems  as  with  special  ones,  as  familiar 
with  the  literal  notation  as  with  the  numerical,  then  you  may  be  sure  the 
algebraic  work  is  not  complete. 

EIGHTH  MONTH. 

Review. — Learn  definitions,  solutions,  rules,  and  principles  thorough- 
ly. Do  not  be  content  with  an  understanding  at  the  time  of  recitation, 
but  fix  all  algebraic  knowledge  as  firmly  in  the  mind  as  the  alphabet. 
This  is  the  only  sure  test  of  mathematical  teaching. 


HIGHER  COURSE— FIRST  YEAR.  129 

PHYSIOLOGY. 

FIRST  MONTH. 

Bones,  uses  and  forms,  composition,  structure,  growth,  repair,  of  head, 
of  trunk,  perfection  of  the  spine.  How  the  skull  articulates;  ribs;  bones 
of  the  upper  and  lower  limbs.  Give  special  attention  to  structure  of  hand. 
Diseases  and  deformities  of  bones.  Muscles,  use,  contractility,  arrange- 
ments, kinds,  structure,  tendons. 

SECOND  MONTH. 

Muscular  sense,  exercise,  necessity  for,  time,  kinds  of,  diseases  of 
muscle.  Skin,  structure,  complexion.  Hair.  Nails.  Mucous  membrane, 
structure,  fat.  Teeth,  kinds,  structure,  diseases  of,  preservation  of.  Oil 
and  perspiratory  glands,  perspiration.  Hygiene  of  skin,  bathing,  dis- 
eases of  skin. 

THIRD  MONTH. 

Organs  of  respiration,  structure  of.  Capacity  of  lungs.  Need  of  air. 
Action  of  air  in  lungs.  Ventilation,  necessity  for.  How  ventilate.  Dis- 
eases of  organs  of  respiration.  Organs  of  the  voice,  larynx,  vocal  cords, 
speech,  vocal  sounds.  Blood,  composition  and  uses,  coagulation.  Heart, 
movements  and  structure. 

FOURTH  MONTH. 

Arteries,  veins,  capillaries,  structure  compared.  Circulation,  lesser, 
greater.  Heat  of  body,  distribution,  and  regulation  of.  Lymphatic 
circulation.  Diseases  of  circulation,  congestion,  inflammation,  bleeding. 
Alcohol,  how  made,  varieties  and  properties  of,  destructive  to  animal  and 
plant  life.  Effects  of,  upon  circulation,  heat,  membranes,  blood,  lungs. 

FIFTH  MONTH. 

Food,  necessity  for,  does  what,  kinds  needed.  Digestion,  object  of, 
general  plan  of.  Mastication  and  insalivation.  Gastric  digestion.  Intes- 
tinal digestion.  Absorption.  Food,  kinds  of  considered.  Coffee  and  tea. 
Cooking.  Quantity  and  kinds  of  food  under  different  conditions.  Dis- 
eases of  digestive  organs.  Alcohol,  relation  to  digestion,  effects  upon 
liver,  kidneys.  Does  alcohol  impart  heat  and  strength  ?  Alcohol  appetite. 

SIXTH  MONTH. 

Nervous  system,  structure  of  brain,  cerebrum,  cerebellum,  spinal 
cord,  nerves,  spinal,  cranial.  Sympathetic  system,  crossing  of  cords, 
reflex  action,  brain,  exercise  necessary,  sleep  necessary,  sunlight.  Alco- 
hol, effects  upon  nervous  system,  four  stages  of,  upon  brain,  influence 
upon  mental  and  moral  powers.  Tobacco,  physiological  effects  of,  influ- 
ence upon  youth. 

SEVENTH  MONTH. 

Special  senses.  Touch,  description,  uses.  Taste,  uses  of.  Smell, 
structure  of  organ,  uses.  Hearing,  structure  of  ear.  Sight,  structure  of 
eye.  Care  of  eyes  and  ears.  Value  of  health.  Disease,  prevention  of, 
cure  of.  Arrangement  and  care  of  sickroom. 

EIGHTH  MONTH. 

What  to  do  in  emergencies;  as,  burns,  cuts,  wounds,  nose  bleed, 
sprains,  cholera  morbus,  croup,  fits,  concussion  of  brain,  choking,  sun- 
stroke, drowning.  Antidotes  to  poisons.  Reviews. 


130  HIGHER  COURSE— FIRST  YEAR. 

BOTANY  AND  BOOKKEEPING. 

Alternation.— It  is  believed  that  these  two  studies  can  be  taken  in  one  year,  by 
taking  botany  two  months  in  the  fall,  then  bookkeeping  four  months  in  the  winter,  and 
resuming  botany  two  months  in  the  spring.  This  plan  has  been  tried  successfully  in 
many  schools. 

FIRST  MONTH. 

Botany,  definition,  a  pattern  plant,  seedlings,  embryo,  cotyledons, 
radicle,  plumule.  Buds,  axillary,  terminal,  scaly,  naked,  accessory, 
arrangement.  Roots,  primary,  secondary,  fibrous,  fleshy,  conical,  napi- 
form,  fusiform,  aerial,  epiphytes,  parasites.  Annuals,  biennials,  peren- 
nials, stems,  herbs,  shrubs,  trees,  climbing,  twining,  culm,  caudex, 
sucker,  stolon,  offset,  runner,  tendrils,  spines,  subterranean  stems, 
rhizoma,  tuber,  corm,  bulb. 

SECOND  MONTH. 

Leaves,  blade,  petiole,  stipules,  parenchyma,  veins,  epidermis,  vena- 
tion, parallel- veined,  netted- veined,  palmately- veined,  radiate-veined. 
General  forms  of  leaves,  of  apex,  of  base,  outlines  of  margins,  mode  of 
lobing,  compound  leaves,  unifoliate,  bifoliate,  trifoliate,  perfoliate, 
equitant,  phyllodia.  Uses  of  leaves,  storage  of  food,  as  bud  scales  for 
protection,  as  spines,  for  climbing,  as  pitchers,  as  traps.  Stipules,  phyl- 
lotaxy,  alternate,  opposite,  whorled.  Vernation. 

THIRD  MONTH. 

Bookkeeping,  cash  accounts,  account  of  boy  at  school,  cash  account 
in  a  small  business.  The  balance  of  the  cash  account  'should  show  the 
amount  on  hand  at  any  time.  Personal  accounts,  debit  and  credit,  simple 
accounts,  with  persons  in  ordinary  business  and  trades. 

FOURTH  MONTH. 

Personal  accounts  continued  for  practice  and  to  fix  correct  ideas  of 
what  an  account  is.  Find  what  the  difference  between  the  two  sides  of  a 
personal  account  shows.  Gain  and  loss  accounts,  accounts  kept  with  a 
small  business;  as,  a  field  of  wheat,  a  field  of  corn,  a  farm,  etc.  Get  an 
exact  notion  of  the  real  meaning  of  an  account  of  this  kind. 

FIFTH  MONTH. 

Continue  gain  and  loss  accounts.  Compare  the  three  kinds  of 
accounts,  and  fix  carefully  the  exact  meaning  of  each  and  the  results 
obtained  from  each.  Financial  statements  and  papers.  Write  notes, 
checks,  receipts,  drafts,  and  make  out  bills.  Write  up  accounts  and  draw 
off  statements  of  the  condition  of  the  business.  Forms  will  be  found  in 
most  text-books. 

SIXTH  MONTH. 

Auxiliary  books,  day  book,  bill  book,  sales  book,  journal,  and  ledger. 
Double  entry.  Develop  true  idea  of  journalizing;  of  posting.  Show 
exactly  why  each  book  is  kept.  Write  up  memoranda  of  business  trans- 
acted in  all  books  and  deduce  results.  In  text-book  used,  learn  carefully 
statements  of  definitions  and  principles. 

SEVENTH  MONTH. 

During  the  spring,  analyze  and  mount  twenty-five  plants,  following 
directions  in  Gray's  School  and  Field  Book  of  Botany. 


HIGHER  COURSE— SECOND  YEAR.  131 

Botany  resumed.  Flowers,  inflorescence,  peduncle,  pedicel,  rhachis, 
bract,  raceme,  corymb,  umbel,  spike,  head,  catkin.  Floral  envelopes, 
calyx,  corolla,  essential  organs,  stamens,  pistils,  plan  of  flower,  flowers 
altered  branches,  parts  of  a  flower  altered  leaves,  modifications  of  type 
flower,  perfect,  imperfect,  etc.,  by  union  of  parts,  by  consolidation  of 
parts,  arrangement  of  parts  in  the  bud.  Arrangement  and  modifications 
of  stamens,  of  anthers.  Pollen,  pistil,  ovary,  style,  stigma,  naked 
seeded,  ovules,  receptacle,  fertilization,  the  fruit. 

EIGHTH  MONTH. 

Anatomy  of  seeds,  seed-coats,  hilum,  kernel,  embryo,  radicle,  cotyle- 
dons, definition  of  growth,  protoplasm,  cells,  cell-walls,  cellular  tissue. 
Wood  and  wood-cells,  ducts,  cell  contents,  chlorophyll,  starch,  crystals, 
analogy  of.  Roots  and  stems,  endogenous,  exogenous,  bark,  inner  bark, 
green  bark,  corky  layer,  wood,  sap-wood,  heart-wood,  the  living  parts  of 
a  tree.  Anatomy  of  leaves,  epidermis,  stomata.  Food  of  plants.  Plant 
work  and  movement.  Cryptogamous  plants.  Classification  of  plants. 


SECOND   YEAR, 


TEXT-BOOKS. — General  History,  Algebra,  Zoology,  Physics. 

GENERAL  HISTORY.— Medieval  and  Mod-  ZOOLOGY.— A  general  study  of  the  animal 

ern  Peoples.  kingdom. 

ALGEBRA.— Begin  with  powers  and  roots  PHYSICS.— A  study  of   leading  principles 

and  complete  the  text.  and  topics. 

GENEKAL  HISTOKY. 

NOTE.— In  this  year's  work  the  geographical  features  of  Europe  and  Asia  should  be 
thoroughly  studied  during  the  different  epochs.  In  the  breaking  up  of  tribes  and  nations, 
the  boundaries  of  governments  and  provinces  change  so  often  that  one  is  soon  bewil- 
dered and  lost  in  a  mass  of  names  and  details,  unless  great  care  is  exercised  in  firmly 
locating  important  places  and  boundaries  of  countries.  Study  maps  constantly. 

FIRST  MONTH. 

The  Middle  Ages,  period,  divisions,  a  new  era,  Teutonic  settlements, 
Byzantine  Empire,  Lombards,  the  papacy.  German  civilization,  men, 
women,  home,  government,  religion,  arts  and  letters.  The  Saracens, 
Mohammed,  Caliphs,  invasion  of  Europe,  Charles  Martel  and  Charle- 
magne. The  Franks,  Clovis,  Charlemagne  crowned  emperor.  England, 
Roman  conquest,  Anglo-Saxon  conquest,  Danish  and  Norman  conquests, 
Magna  Charta.  Conquest  of  Ireland,  Wales,  and  Scotland.  English 
civilization,  government,  ordeals,  literature,  home,  dress,  sports. 

SECOND  MONTH. 

France,  Norsemen,  Carlovingian  Line,  Capetian  Line,  House  of  Valois, 
Hundred- Years  war,  Crecy,  Calais,  the  black  death,  Poitiers,  King  John, 
Black  Prince,  Agincourt,  Joan  of  Arc,  absolutism.  French  civilization, 
the  Gauls.  Germany,  Saxon  dynasty,  the  Magyars,  the  Holy  Roman 
Empire,  the  Franconian  dynasty,  Hildebrand,  Investiture,  the  Hohen- 
staufen  Line,  the  peasants,  the  Feme,  cities,  the  Hapsburg  Line,  Council 
of  Constance,  John  Huss,  House  of  Hohenzollern.  Switzerland,  Mor- 
ganten,  Sempach. 


132  HIGHER  COURSE— SECOND  YEAR. 

THIRD  MONTH. 

Italy,  Guelf  and  Ghibelline,  power  of  the  popes,  Italian  cities, 
Florence,  Venice,  Pisa,  Genoa,  the  Medici.  The  crusades,  origin,  first 
crusade,  Godfrey,  Saladin  and  Richard,  capture  of  Constantinople,  the 
last  of  the  crusades,  Saint  Louis,  effects  of  crusades.  The  Moors  in 
Spain.  Asia,  Mongols,  Genghis  Khan,  Tamerlane,  the  Turks,  capture  of 
Constantinople  by  the  Turks.  Medieval  civilization,  feudalism,  cere- 
monies, the  castle,  chivalry,  the  knight,  arms  and  armor,  education  and 
literature,  the  guilds,  dress  and  food. 

FOURTH  MONTH. 

The  Modern  Era,  causes  of  change,  crusades,  gunpowder,  printing, 
maritime  discoveries,  Columbus,  Mexico,  Peru.  The  French  in  Italy, 
Charles  V,  Francis  I,  Henry  VIII,  the  field  of  the  cloth  of  gold,  Pavia, 
sack  of  Rome.  The  reformation,  Luther,  diet  at  Worms,  Wartburg,  Smal- 
caldic  League  and  war,  Treaty  of  Passau,  abdication  of  Charles,  the 
Dutch  Republic,  Alva,  William  of  Orange,  Forty- Years  war,  results. 
France,  religious  wars,  Vaudois,  Catharine  de  Medici,  Coligny,  Guises, 
Massacre  of  St.  Bartholomew,  Henry  of  Navarre,  Edict  of  Nantes,  Sully. 

FIFTH  MONTH. 

England,  the  Tudors,  Henry  VIII,  Wolsey,  Catherine,  Anne  Boleyn, 
the  Reformation,  church  reform,  Mary,  Elizabeth,  Mary  Queen  of  Scots, 
the  Armada,  Essex.  Progress  of  civilization,  commerce,  art,  literature, 
Roger  Ascham,  Shakespeare,  Bacon,  Spenser,  Johnson,  science,  home 
life  in  England,  mansions,  furniture,  dress,  food.  German  life,  the  rich, 
traveling  student,  The  Thirty- Years  war,  causes,  beginning,  Gustavus 
Adolphus,  Tilly,  Wallenstein,  Lutzen,  Peace  of  Westphalia.  Richelieu, 
Louis  XIV,  Mazarine,  Colbert,  persecution  of  the  Huguenots,  war  with 
Flanders,  war  with  Holland,  war  of  the  Spanish  Succession. 

SIXTH  MONTH. 

England,  the  Stuarts,  James  I,  Gunpowder  Plot,  Charles  I,  Parliament 
and  the  King,  ship  money,  John  Hampden,  Laud,  Long  Parliament,  Civil 
war,  Marston  Moor,  Naseby,  execution  of  Charles,  the  commonwealth, 
Dunbar,  Worcester,  the  Protectorate,  the  Friends,  Fox,  Penn,  Richard 
Cromwell,  the  Restoration,  the  Plague,  the  Great  Fire,  plots,  Titus  Gates, 
James  II,  Revolution  of  1688,  William  III,  Anne.  Civilization,  literature, 
philosophy,  science,  art,  Louis  XIV,  court  etiquette,  palace  at  Versailles, 
the  court.  Russia,  Peter  the  Great,  Charles  XII. 

SEVENTH  MONTH. 

Rise  of  Prussia,  Frederick  William,  Frederick  the  Great,  Maria  The- 
resa, Seven- Years  war,  result.  England,  House  of  Hanover,  George  I, 
Walpole,  Pitt,  Wesley,  George  III.  French  Revolution,  condition  of  the 
people  of  France,  abolition  of  the  monarchy,  the  Bastile,  reforms,  execu- 
tion of  Louis  XVI  and  Marie  Antoinette,  the  Reign  of  Terror,  the  Jaco- 
bins, Marat,  Charlotte  Corday,  Robespierre,  the  reaction,  the  Directory, 
Napoleon,  the  day  of  the  Sections,  Italian  campaign,  Lodi,  Arcole,  Expe- 
dition to  Egypt,  the  republic,  three  consuls.  Literature  in  England,  in- 
vention. 


HIGHER  COURSE— SECOND  YEAR.  133 

EIGHTH  MONTH. 

France,  Austrian  war,  Napoleon  emperor,  Josephine,  Austerlitz, 
Trafalgar,  war  with  Prussia,  war  with  Russia,  war  with  Spain  and  Portu- 
gal, abdication  of  Napoleon,  Elba,  Louis  XVIII,  Napoleon's  return, 
Waterloo,  Wellington,  second  abdication,  St.  Helena,  second  restoration 
of  Louis  XVIII,  Charles  X,  House  of  Orleans,  Revolution  of  1848,  second 
republic,  second  empire,  Sedan,  Paris,  third  republic.  England.  Ger- 
many, Bismarck,  German  Union.  Italy,  Garibaldi,  Victor  Emanuel,  Italy 
united.  Turkey,  Greece,  Netherlands,  Japan. 


ALGEBRA. 

FIRST  MONTH. 

Powers  and  roots.  Involution,  of  a  monomial,  of  a  binomial.  The 
binomial  theorem;  study  this  until  pupils  are  able  to  expand  a  binomial 
readily.  Involution  of  polynomials,  evolution.  Root,  degree  of  a  root, 
radical  sign,  index,  the  double  sign  ±,  an  even  root  of  a  positive  quantity, 
odd  root  of  a  quantity,  even  root  of  a  negative.  Extraction  of  roots,  of  a 
fraction,  of  .a  monomial,  square  root  of  a  polynomial,  of  a  numerical 
quantity. 

SECOND  MONTH. 

Extraction  of  cube  root,  of  polynomials,  of  numerical  quantities, 
higher  roots.  Quadratic  equations,  pure  or  incomplete,  form  of,  roots, 
solution,  affected  quadratics,  equation  or  complete  quadratic  equation, 
form  of,  all  may  be  reduced  to  four,  solution  of  numerical  affected  quad- 
ratics, of  literal.  Equations  of  the  quadratic  form. 

THIRD  MONTH. 

Formation  of  equations  when  the  roots  are  given.  Solve  many  prob- 
lems of  one  unknown  quantity,  of  two  unknown  quantities.  Special  cases, 
one  equation  of  the  second  degree  and  one  of  the  first,  by  squaring  mem- 
bers of  one  equation,  by  division,  by  removing  a  common  factor,  by 
substituting  value  of  one  letter  in  the  other.  Interpretation  of  negative 
results. 

FOURTH  MONTH. 

Exponents,  radicals,  and  inequalities,  fractional  and  negative  expo- 
nents, multiplying  or  dividing  both  terms  of  fractional  exponents,  how 
negative  exponents  may  arise,  value  of  a  quantity  affected  with  a  negative 
exponent,  transferring  a  factor  from  either  term  of  a  fraction,  clearing 
expressions  of  negative  exponents;  expressing  fractions  in  integral  forms ; 
raising  quantities  to  powers  by  changing  the  exponents;  extraction  of 
roots  by  changing  the  exponents ;  multiplying  and  dividing  quantities  by 
operations  upon  the  exponents.  Radicals,  definitions,  reductions,  addition, 
subtraction,  multiplication,  and  division  of  radicals. 

FIFTH  MONTH. 

Involution  of  radicals,  evolution,  rationalization,  to  rationalize  the 
denominator.  Imaginary  quantity,  reduction  of,  square  root  of  binomial 
surds.  Solve  many  examples  of  all  forms.  Radical  equations,  character 
of  roots,  real  or  imaginary.  Give  much  practice  in  determining  the  char- 
acter of  roots.  Inequalities,  symbol  of,  how  read,  members,  same  sense, 
contrary  sense.  Review  radicals. 


134  HIGHER  COURSE— SECOND  YEAR. 

SIXTH  MONTH. 

Ratio,  definition,  terms,  expression  of  the  value  of  the  ratio,  of  the 
antecedent,  of  the  consequent,  effect  of  multiplying  or  dividing  either  or 
both  terms,  compound  ratios.  Proportion,  definition,  simple  and  com- 
pound, couplet,  mean  proportional,  propositions,  the  product  of  extremes, 
product  of  two  quantities  equal  to  the  product  of  two  other  quantities, 
alternation,  inversion,  composition,  division,  by  composition  and  division, 
two  propositions  having  a  couplet  in  each  equal,  antecedents  alike,  conse- 
quents alike,  equimultiples  of  two  quantities,  equal  parts,  like  powers, 
like  roots,  products  and  quotients  of  like  terms,  mean  proportional,  limit- 
ing ratios,  infinites,  finite  constants,  infinitesimals,  discussion  of  variables. 

SEVENTH  MONTH. 

Progressions,  arithmetical  series,  terms,  common  difference,  ascending 
series,  descending,  formulae,  for  last  term,  for  the  sum,  examples,  geo- 
metrical series,  definitions,  formulae,  for  last  term,  for  sum,  examples, 
infinite  series,  convergent,  divergent,  limit  of  a  convergent  series,  exam- 
ples involving  infinite  series;  as,  circulating  decimals. 

EIGHTH  MONTH. 

Review.  Learn  definitions,  solutions,  rules,  and  principles  thoroughly. 
Mathematical  studies  must  be  committed  to  memory  as  well  as  understood. 
Do  not  fail  to  learn  and  remember. 


ZOOLOGY. 

FIRST  MONTH. 

Nature. — Kingdoms,  dead  matter,  living  matter,  composition  of  living 
bodies,  minerals  and  organized  bodies  compared,  structure,  size,  and 
shape,  phenomena,  one  at  rest  and  increase  by  external  additions,  the 
other  grow  from  within,  reproduce  their  kind,  and  die.  Plants  and  animals 
distinguished,  as  to  origin,  composition,  forms,  structure  and  physiology. 
Relatioh  between  minerals,  plants,  and  animals.  Life,  protoplasm,  mani- 
festations of  life,  cause  of  organization,  cells,  nucleus,  nucleoli.  Tissues, 
epithelial,  connective,  cartilaginous,  osseous,  dental,  adipose,  muscular, 
nervous.  Organs  and  their  functions,  phenomena  of  life,  nutrition, 
motion,  sensation,  definition  of  nutrition,  operations  of  nutrition.  Defini- 
tion of  food,  organic  and  inorganic,  tissue  forming. 

SECOND  MONTH. 

How  Animals  Eat.— Prehension  of  food,  liquid  food,  compare  many 
examples,  solids,  the  amoeba,  polyps,  jelly-fishes,  snails,  earth-worms, 
beetles.  Methods  of  prehension  among  vertebrates.  Mouths  of  animals, 
amoeba,  polyps,  parasitic  worms,  lobster,  butterfly,  bees,  mosquito,  fly, 
birds,  mammals.  The  teeth  of  animals,  vertebrates,  fishes,  mollusks, 
serpents,  poison.  Deglutition,  lowest  forms,  in  serpents.  The  alimentary 
canal,  digestion,  of  the  amoeba,  hydra,  mollusks,  fishes,  birds,  quadru- 
peds, ruminants,  man. 

THIRD  MONTH. 

Digestion,  Circulation,  and  Respiration. —  Object  of,  dissolved, 
changed  in  composition,  chemical  preparation,  how  produced,  secretions, 


HIGHER  COURSE— SECOND  YEAR.  135 

chyme,  chyle,  digestion  in  man.  Absorption,  how  performed  in  lowest 
forms,  in  insects,  vertebrates,  by  capillaries,  lacteals,  thoracic  duct. 
Blood,  of  invertebrates,  colors,  vertebrates,  composition  of  blood;  blood 
corpuscles,  size,  shape,  and  color,  functions  of  the  blood,  circulation  of 
the  blood,  vessels,  structure  of  arteries,  veins,  capillaries,  two  sets  of 
capillaries,  circulation  in  lowest  forms,  in  insects.  Differences  in  struc- 
ture of  heart  in  animals,  cold-blooded,  warm-blooded,  cause  of  blood  cur- 
rents. Respiration,  objects,  air  breathers,  water-breathers,  gills,  tubes, 
lungs.  What  animals  breathe  by  the  skin?  How  do  insects  breathe? 
Vertebrates  ?  Secretion  and  excretion.  How  performed  in  lowest  form 
of  animals?  Simplest  form  of  secreting  organ,  follicles,  glands,  salivary, 
liver,  pancreas,  gastric  follicles.  Excreting  organs,  the  lungs,  the  kid- 
neys, and  the  skin. 

FOURTH  MONTH. 

The  Skin,  Bones,  and  Muscles.— Skin  denned,  animals  without  a 
skin,  polyps,  worms,  mammals,  shedding  of  skin  and  its  appendages. 
The  exoskeleton,  endoskeleton,  of  the  sponge,  the  crab,  of  insects,  of 
fishes,  of  snakes.  Hair,  feathers.  Bones,  differences  in  bones,  the  skel- 
eton of  the  lowest  vertebrate,  a  typical  vertebra.  The  skull  of  man, 
names  of  bones,  how  joined.  How  animals  move,  contractility,  pseudo- 
podia,  cilia,  muscular  tissue.  How  a  muscle  contracts,  white  muscle, 
red,  striated,  extensors,  flexors.  Locomotion  of  animals,  in  water,  in  air, 
on  solids. 

FIFTH  MONTH. 

Nervous  Matter.— Cells,  fibers,  tubes,  ganglia,  nerves,  sensory, 
motor,  arrangement  of  ganglia  in  lower  animals,  in  vertebrates,  the  brain 
and  spinal  cord,  functions  of  the  brain,  cerebrum,  cerebellum,  medulla, 
functions  of  the  spinal  cord.  The  sympathetic  system.  The  senses,  sen- 
sation, touch,  where  most  acute.  Taste,  not  always  developed,  animals 
possessing  it.  Smell,  in  what  animals  developed  most  ?  Why?  Hearing, 
simplest  form  of  the  organ,  where  located,  parts  of  the  ear  in  man,  the 
essential  part  of  the  organ  of  hearing.  Sight,  forms  of  the  eye,  compound 
eyes,  ocelli,  the  eye  of  man.  Instinct,  intelligence,  definition  of  each, 
evidences  of  intelligence  in  animals,  voices  of  animals,  vocal  apparatus 
of  birds,  of  man. 

SIXTH  MONTH. 

Classification  of  Animals.— Classification  not  easily  made,  plans 
of  structure,  Protozoa,  Spongidae,  as  examples.  Species,  genus,  family, 
order,  class,  sub-kingdom.  Classification  a  process  of  comparison.  Pro- 
tozoa and  divisions,  Metozoa  and  divisions,  Sponges,  Hydrozoa,  Anthozoa, 
soft-bodied  polyps,  coral  polyps,  star-fishes,  Vermes,  tape-worm,  trichina, 
marine  worms,  Mollusks,  Gasteropods,  Pteropods,  Pulmonates. 

SEVENTH  MONTH. 

Cephalopods,  Arthropods,  Crustacea,  Arachnids,  Myriapods,  Insecta, 
Neuroptera,  Orthoptera,  Hemiptera,  Coleoptera,  Diptera,  Lepidoptera, 
Hymenoptera,  Tunicates, Vertebrates,  Acrania,  Craniota,  Fishes,  Amphibia, 
Reptiles. 

EIGHTH  MONTH. 

Aves,  classes  and  sub-classes.     Mammalia.     Review. 


136  HIGHER  COURSE— SECOND  YEAR. 

PHYSICS. 

FIRST  MONTH. 

Matter,  definition,  divisions,  atoms,  molecules,  masses.  Attraction, 
forms  of,  gravitation,  cohesion,  adhesion,  chemical  affinity.  Motion, 
forms  of,  physical  change,  definition  of  physics,  physical  properties, 
divisions,  impenetrability,  weight,  inertia,  etc.,  characteristic  properties. 
Conditions  of  matter,  solid,  liquid,  aeriform.  Motion,  force,  dynamics, 
momentum,  laws  of  motion,  action,  reaction,  reflected  motion,  law,  angles. 
Gravitation,  laws,  gravity,  weight,  laws,  center  of  gravity,  equilibrium, 
line  of  direction. 

SECOND  MONTH. 

Falling  bodies,  velocity,  laws,  initial  velocity,  increment  of  gravity, 
formulas.  The  pendulum,  laws,  uses.  Energy,  work,  elements  of  work, 
measure,  unit  of  work,  horse  power,  kinetic  energy,  potential  energy. 
Machinery,  principles,  a  machine,  uses,  laws.  Levers,  classes,  laws, 
balance,  true  and  false,  compound  lever.  Wheel  and  axle,  law,  forms, 
connecting  wheels,  uses,  velocities.  Pulley,  fixed,  movable,  law. 
Inclined  plane,  wedge.  Screw,  definition,  law,  uses.  Friction  a  trans- 
former of  energy. 

THIRD  MONTH. 

Liquids,  pressure,  transmission  of,  Pascal's  principle,  Pascal's 
experiment,  hydrostatic  bellows,  press,  pressure  due  to  gravity,  downward 
pressure,  rule,  upward  pressure,  lateral  pressure,  equilibrium  of  liquids, 
Archimedes'  principle,  floating  bodies,  specific  gravity,  standard,  flow  of 
liquids,  of  rivers.  Water  power,  turbine  wheel,  overshot,  breast,  under- 
shot wheel.  Pneumatics,  tension  of  gases,  weight  of  air,  pressure,  Tor- 
ricelli's  experiment,  measure  of  air  pressure,  air  pump,  a  condenser, 
lifting  pump,  force  pump,  siphon. 

FOURTH  MONTH. 

Electricity  and  magnetism,  electric  attraction,  repulsion,  electrifying 
by  friction,  conduction.  Galvanic  electricity.  Magnets,  temporary,  perma- 
nent, compass,  nature  of  electricity,  manifestations,  two  kinds — positive 
and  negative,  law,  electroscopes,  conductors,  tension,  potential,  electro- 
motive force,  unit  a  volt,  unit  of  resistance,  charging  by  contact,  induc- 
tion, polarization,  theory  of  electricity,  the  electrophorous,  charge  on  the 
surface,  density  at  points,  machines.  Leyden  jar,  construction,  charging, 
discharging.  Lightning  and  lightning  rods. 

FIFTH  MONTH. 

Voltaic  electricity,  currents,  voltaic  current,  direction,  unit  of  current 
the  ampere,  unit  of  quantity,  voltaic  cells,  Smee's  cell,  Daniell's  cell,  etc. 
A  voltaic  battery,  arrangement  of  cells,  thermal  effects  of  current,  lumin- 
ous, physiological  effects,  chemical,  magnetic,  the  telegraph,  galvanom- 
eter. Thermo-electricity,  magnets,  natural,  artificial,  poles,  attraction, 
laws,  magnetic  field,  magnetizing  by  contact,  induction,  earth  a  magnet, 
the  needle,  dip,  declination,  electro-magnets. 

SIXTH  MONTH. 

Induced  currents,  circuit,  effects  of  closing  or  breaking  a  circuit,  extra 
current,  Ruhmkorff's  coil,  armature,  dynamo-electric  machines,  electric 


HIGH  SCHOOL  COURSES.  137 

lamps,  incandescent,  the  brush  lamp.  Telephonic  current,  circuit.  Sound, 
definition,  undulations,  cause,  propagation,  wave  length,  sound  waves, 
media,  velocity,  noise  and  music,  tubes,  reflection,  the  telephone,  action, 
transmitter,  sympathetic  vibration  of  cords,  sounding  boards,  re-enforce- 
ment of  sound,  interference,  tones,  fundamental,  overtones.  Heat, 
produced,  temperature,  thermometer.  Expansion  by  heat,  solids,  water, 
gases,  absolute  zero. 

SEVENTH  MONTH. 

Liquefaction  and  vaporization,  fusion,  laws,  evaporation,  ebullition, 
laws,  distillation,  latent  heat,  of  fusion,  of  solution,  solidification,  of 
vaporization,  condensation,  of  gases.  Latent  heat  of  water,  of  steam. 
Specific  heat,  definition,  of  water,  conduction,  convection,  radiation, 
refraction  of  heat,  reflection.  Thermo-dynamics,  heat  from  percussion, 
chemical  action.  The  steam  engine,  condensing  engines,  non-condensing. 
Light,  luminous  bodies,  transparent,  translucent,  opaque  bodies,  jays, 
beams,  motion  of  light,  inverted  images,  velocity,  intensity. 

EIGHTH  MONTH. 

Reflection  of  light,  law,  diffused  light.  Mirrors,  plane,  concave, 
convex,  focus,  images,  real,  virtual.  Refraction  of  light,  laws,  refractors, 
plates,  prisms,  lenses,  center  of  curvature,  optical  center,  axis,  principal 
focus,  conjugate  foci,  magnified  images,  solar  spectrum,  dispersion,  white 
light.  Color,  the  rainbow,  camera,  the  eye,  microscope,  telescope,  magic 
lantern,  stereoscope.  Conservation  of  energy,  correlation  of  energy. 
Review. 


HIGH  SCHOOL  COURSES. 


A  few  years  ago  an  effort  was  made  by  the  high  school  and  college 
men  of  the  State  to  arrange  a  course  of  study  that  should  reach  from 
the  primary  department  to  the  university.  To  that  end  these  sections  of 
the  State  Teachers'  Association  appointed  committees  consisting  of  repre- 
sentative college  and  public  school  men  to  arrange  and  report  such  a 
course.  There  was  considerable  difference  of  opinion  at  first  and  a  com- 
promise course  was  reported.  The  committees  were  continued  for  several 
years  and  made  annual  reports,  each  of  which  was  more  acceptable  to  the 
Association  than  the  preceding  one.  The  courses  here  presented  show 
substantially  the  consensus  of  opinion  of  the  committees  and  were 
arranged  from  their  last  report. 

In  connection  with  the  two  years'  higher  course  prepared  by  Dr. 
Richard  Edwards,  there  are  now  two  standard  High  School  Courses,  one 
of  three  years  and  one  of  four  years.  A  pupil  on  completing  the  first  two 
years  of  the  standard  Course  is  prepared  to  enter  the  third  year  class  of 
any  high  school  using  the  standard  Course,  provided  he  has  completed 
the  special  requirements  of  the  first  two  years'  work  in  the  high  school 
which  he  enters. 


138 


HIGH  SCHOOL  COURSES. 


It  is  hoped  that  the  general  adoption  of  the  standard  Course  may  lead 
to  more  thorough  and  systematic  work  in  our  high  schools  and  that  a 
high  school  diploma  stating  the  work  accomplished  by  the  graduate  will 
mean  much  more  than  it  now  does. 

THREE  YEARS'  COURSES. 

LATIN  COURSE. 


FIRST  YEAR. 

SECOND  YEAR. 

THIRD  YEAR. 

Algebra  I. 

Algebra  II.  \   ,  Y 
Geometry.   /  ' 

Geometry. 

English  Classics. 

Latin  I. 

Physical  Geography. 

Ancient  History. 

Zoology. 

Latin  II. 

Physiology. 

Physics. 

English. 

Botany  and 

Mediaeval  and 

Reviews. 

Bookkeeping. 

Modern  History. 

ENGLISH  COURSK. 


FIRST  YEAR. 

SECOND  YEAR. 

THIRD  YEAR. 

Algebra  I. 

Algebra  II.  \   ,  v 
Geometry.   /  • 

Geometry. 

English  Classics. 

Rhetoric. 

Physical  Geography. 

Ancient  History. 

Zoology. 

Literature. 

Physiology. 

Physics. 

English. 

Botany  and 

Mediaeval  and 

Reviews. 

Bookkeeping. 

Modern  History. 

SUGGESTED  ALTERNATIONS. 

Classics,  English  and  Reviews. 

Ancient  History,  Mediaeval  and  Modern  History. 

Botany  and  Bookkeeping,  Zoology. 

Physical  Geography,  Physics. 


Physiology, 

Classes  every  year  in  Algebra  I,  Latin  I. 


HIGH  SCHOOL  COURSES. 
FOUR  YEARS'  COURSES. 


139 


FIRST  YEAR. 


ENGLISH  COURSE. 

CLASSICAL  COURSE. 

GERMAN  COURSE. 

English. 
Algebra. 

f  Civil  Government. 
\  Bookkeeping. 

Latin. 
Algebra. 

/  Civil  Government. 
\  Bookkeeping. 

German. 
Algebra. 

/  Civil  Government. 
\  Bookkeeping. 

SECOND  YEAR. 


ENGLISH  COURSE. 

CLASSICAL  COURSE. 

GERMAN  COURSE. 

English. 

Latin. 

German. 

Geometry. 

Geometry. 

Geometry. 

Biology. 

Biology. 

Biology. 

General  History. 

General  History. 

General  History. 

THIRD  YEAR. 


ENGLISH  COURSE. 

CLASSICAL  COURSE. 

GERMAN  COURSE. 

English. 
Physics. 

/  General  History. 
\  Physiography. 

Latin. 
Physics. 

/  General  History. 
\  Physiography. 

Greek  or  German. 

German. 
Physics. 

f  General    History  (  or 
English  History)  . 
(  Physiography. 

FOURTH  YEAR. 


ENGLISH  COURSE. 

CLASSICAL  COURSE. 

GERMAN  COURSE. 

English. 
Political  Economy. 

f  Astronomy. 
(.Mental  Science. 

Latin. 
Greek  or  German. 

/  Astronomy. 
(  Mental  Science. 

German. 
Political  Economy. 

f  Astronomy. 
\  Mental  Science. 

NOTE. — Studies  in  braces,  one  half  year  each. 


140  BOOKS  FOR  SCHOOL  LIBRARIES. 

SUGGESTIONS  ON  THE  FOUR  YEARS'   COURSES. 

1.  Alternations: — English  of  first  year,  English  of  second  year;   Eng- 
lish of   third  year,  English  of   fourth  year;    Physics  of  third  year  with 
Astronomy  and  Mental  Science  of  fourth  year. 

This  will  require  21  classes  per  day,  if  Greek  is  omitted,  or  23  per  day, 
if  Greek  is  taught. 

2.  Local  influences  may  demand  subjects  not  mentioned.     The  dashes 
indicate  where  these  may  be  placed. 

3.  Should  the  arrangement  of  subjects  not  adjust  itself  to  the  teach- 
ing force,  some  subjects  may  be  shifted  to  such  places  as  will  accommo- 
date the  conditions.     This  is  done  to  give  elasticity  to  the  Course. 

4.  Music,    Drawing,    Geology,    and    Chemistry    are    suggested   when 
practicable.     Mythology  can  be  taught  with  the  Latin. 

5.  A  half  year  to  Botany  and  the  same  to  Zoology  seems  insufficient. 
A  thoughtful  adjustment  of  work  may  increase  the  time  for  these  by  two 
or  more  months. 

6.  Careful  attention  should  be  given  to  the  forms  of  expression  in 
English  in  all  classes;  this  applies  both  to  oral  and  written  work. 

7.  It  might  be  well  for  each  school  to  select  a  list  of  ten  or  more  books, 
and  require  each  pupil  to  read  a  definite  number  of  these  each  year.     An 
examination  could  be  given  on  this  reading  and  the  school  records  show 
that  it  had  been  done  in  a  satisfactory  manner. 


BOOKS  FOR  SCHOOL  LIBRARIES. 


Importance  of  the  Library.— This  is  a  work  that  should  interest 
both  parent  and  teacher.  Parents  should  be  as  anxious  to  have  their  chil- 
dren read  good  books  as  to  have  them  keep  good  company,  for,  aside  from 
home  influences,  these  are  the  two  factors  that  do  the  most  to  mold  the 
character  and  shape  the  fortunes  of  the  child.  The  teacher  who  does  not 
get  beyond  the  confines  of  his  text-book  cannot  hope  to  interest  his  class 
very  long,  or  lead  them  effectually  to  help  themselves.  The  constant 
reader  of  good  books  is  always  in  good  company,  and  is  thus  fortified 
against  the  majority  of  temptations  that  beset  him  through  life. 

No  system  of  education  is  complete  that  is  satisfied  with  the  knowl- 
edge that  is  derived  from  the  text-book  merely,  and  no  school  is  complete 
that  has  no  library;  the  public  library  is  the  complement  of  the  public 
school. 

Their  Cost. — In  these  days  of  cheap  printing  it  is  easy  to  secure  a . 
library  for  every  district.     The   law  gives  directors  the  power  to  expend 
public  funds  for  this  purpose  and  expects  them  to  do  it.     But  if  this  is  not 
found  expedient,  the  young  people,   aided  by  the  teacher,  by  means  of 
literary  entertainments  and  socials,  can  raise  the  funds. 


BOOKS  FOR  SCHOOL  LIBRARIES.  141 

Quite  a  number  of  excellent  books  for  the  school  library  have  been 
suggested  in  other  parts  of  this  Course,  under  the  head  of  Supplementary 

Reading-  for  the  different  grades,  (pages  13,  18,  24,  34,  44,  53,  64,  and  84), 
under  Geographical  Readers,  (page  52),  and  Historical  Reading,  (page 
61),  and  the  Pupils'  Reading  Circle,  (page  147). 

The  books  listed  below  were  selected  by  Mrs.  McMurry,  Misses  Val- 
entine, Stanley,  and  Milner,  with  suggestions  from  Profs.  Van  Liew,  Gal- 
breath,  Colton,  Brown,  and  Melville,  all  of  the  111.  State  Normal  University. 

BOOKS  FOR  SCHOOL  LIBRARIES.— Especially  Books  to  Interest  Children  in 

Reading. 

PRIMARY  GRADES. 

STORY  BOOKS. 

^Esop's  Fables.  Vols.  I  and  II,  Educational  Pub.  Co.,  each,  $  .30 
Anders-en's  Fairy  Tales.  Wiltse,  Ginn  &  Co.  .35 
Andrews'  Seven  Little  Sisters,  Ginn  &  Co.  .SO 
Andrews'  Each  and  All,  Ginn  &  Co.  .SO 
Andrews'  Stories  Mother  Nature  Told  Her  Children,  Ginn  &  Co.  .SO 
Burnett,  Little  Lord  Fauntleroy,  Scribner.  2.OO 
Carroll,  Alice's  Adventures  in  Wonderland.  Crowell's  Children's  Favorite  Class- 
ics. 16mo  edition.  .75 
Easy  Steps  for  Little  Feet,  American  Book  Co.  .25 
Eggleston,  Stories  of  Great  Americans  for  Little  Americans,  American  Book  Co.  .45 
Grimm's  Fairy  Tales.  Wiltse,  Ginn  &  Co.  .35 
Harris,  Little  Mr.  Thimblefinger,  The  Century  Co.  2.0O 
Harris,  Mr.  Rabbit  at  Home,  The  Century  Co.  2.OO 
Hofer's  Child's  Christ  Tales,  Woman's  Temple,  Chicago.  .75 
Howliston,  Cat  Tails  and  Other  Tales,  Kindergarten  Literature  Co.  .55 
Jackson,  H.  H.,  Letters  from  a  Cat,  Roberts  Bros.  1.25 
Kipling,  Rudyard,  The  Jungle  Book,  The  Century  Co.  1.5O 
Kipling,  Rudyard,  Second  Jungle  Book,  The  Century  Co.  1.5O 
McMurry,  Classic  Stories  for  Little  Ones,  Public  School  Publishing  Co.  .40 
Miller,  E.  H.,  What  Tommy  Did,  Wm.  S.  Allison  Co.  .50 
Phelps,  E.  S.,  The  Trotty  Book,  Houghton,  Mifflin  &  Co.  1.25 
Scudder,  Fables  and  Folk  Stories,  Houghton,  Mifflin  &  Co.  .40 
Scudder,  Seven  Little  People.  Houghton,  Mifflin  &  Co.  .60 
Sewell,  A.,  Black  Beauty,  Lothrop.  l.OO 
Stowe,  Harriet  Beecher,  Queer  Little  People,  Houghton,  Mifflin  &  Co.  .75 
White,  E.  O.,  When  Molly  Was  Six,  Houghton,  Mifflin  &  Co.  l.OO 
Werner's  "  Little  Folks  Library,"  Werner  Educational  Co.,  6  Vols.  -SO 

POETRY. 

Bellamy  &  Goodwin,  Open  Sesame  I,  Ginn  &  Co.  .75 

Cox,  Palmer,  The  Brownies,  Their  Book,  The  Century  Co.  1.5O 

Dodge,  Mary  Mapes,  Rhymes  and  Jingles,  Scribner.  1.5O 

Field,  Eugene,  Love  Songs  of  Childhood,  Scribner.  l.OO 

Field,  Eugene,  With  Trumpet  and  Drum,  Scribner.  l.OO 

Heart  of  Oa'k,  I,  D.  C.  Heath  &  Co.  .25 

Kriege,  Rhymes  and  Tales  for  the  Kindergarten  and  Nursery,  E.  Steiger  &  Co.  l.OO 

Scudder,  Verse  and  Prose  for  Beginners,  Houghton,  Mifflin  &  Co.  .25 

Stevenson,  Robert  Louis,  A  Child's  Garden  of  Verses,  Scribner.  l.OO 

BOOKS  TO  BE  READ  TO  CHILDREN. 

Poulssen's  In  the  Child's  World,  Milton  Bradley  Co.  1.5O 

Putnam,  M.  L.,  Children's  Life  of  Abraham  Lincoln,  illustrated,  McClurg.  1.25 

Scudder,  H.  E.,  George  Washington,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 

Wiggin,  K.  D.,  Story  Hour,  Houghton,  Mifflin  &  Co.  l.OO 

Wiltse's  "  Stories  for  Kindergartens  and  Primary  Schools,"  Ginn  &  Co.  .35 
INTERMEDIATE   GRADES. 

BIOGRAPHY  AND  HISTORY. 

Abbott,  J.  S.  C.,  LaSalle,  Dodd  &  Mead.  1.25 

Abbott,  J.  S.  C.,  Daniel  Boone,  Dodd  &  Mead.  1.25 

Abbott,  J.  S.  C.,  De  Soto,  Dodd  &  Mead.  1.25 

Coffin,  C.  C.,  Boys  of  '61,  Harper  Bros.  3.OO 

Coffin,  C.  C.,  Boys  of  '76,  Harper  Bros.  3.0O 

Coffin,  C.  C.,  Old  Times  in  the  Colonies,  Harper  Bros.  3.OO 

Drake,  S.  A.,  Making  of  the  Ohio  Valley  States,  Harper  Bros.  1.5O 
Hawthorne,  Grandfather's  Chair  and  Biographical  Stories,  Riverside  School 

Library  Series,  Houghton,  Mifflin  &  Co.  .70 

Moore,  N.,  Pilgrims  and  Puritans,  Ginn  &  Co.  .60 

Pratt,  M.  L.,  Colonial  Children,  illustrated,  Educational  Publishing  Co.  .40 

Putnam,  L.,  Children's  Life  of  Abraham  Lincoln,  McClurg.  1.25 

Scudder,  Life  of  Washington,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .60 


142  BOOKS  FOR  SCHOOL  LIBRARIES. 

Seelye,  E.  E.,  Story  of  Columbus,  Appleton.  1.75 

Wright,  M.  C.,  Children's  Stories  in  American  History,  Scribner.  1.25 

FICTION. 

Alcott,  L.  M.,  Little  Women,  Roberts  Bros.  1.50 

Alcott,  L.  M.,  Little  Men,  Roberts  Bros.  1.50 
Aldrich,  T.  B.,  Story  of  a  Bad  Boy,  Riverside  School  Lib.  Series,  Houghton,  M.  &  Co.  .70 

Andrews,  Ten  Boys  Who  Lived  On  the  Road  From  Long  Ago,  Ginn  &  Co.  .50 

Andrews,  Only  A  Year  and  What  It  Brought,  Ginn  &  Co.  .50 

Brooks,  Boy  Emigrants,  Scribner.  1.25 

Bunyan's  Pilgrim's  Progress,  Montgomery's  edition,  Ginn  &  Co.  .40 

Burnett,  Sara  Crew,  Scribner.  1.50 

Cooper,  Leather-Stocking  Tales,  5  YO!S^  Appleton.  5.00 

Defoe,  D..  Robinson  Crusoe,  Riverside  Schoo  Library  Series,  Houghton,  M.  &  Co.  .60 

Dodge,  M.  M.,  Hans  Brinker,  Scribner.  1.50 

Henty,  In  the  Heart  of  the  Rockies,  Scribner.  1.50 
McMurry,  Robinson  Crusoe,  Public  School  Publishing  Co. 

(Ouida)  Ramee,  L.  de  la.  The  Nurnburg  Stove,  boards,  Maynard  &  Merrill.  .20 

Page,  Two  Little  Confederates,  Scribner.  1.50 

Seawell,  Paul  Jones,  D.  Appleton  &  Co.  1.00 

Stowe,  Uncle  Tom's  Cabin,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .70 

Swift,  Gulliver's  Travels,  Riverside  School  Library  Series,  Houghton,  M  &  Co.  .50 

Trowbridge,  Bound  in  Honor,  Lee  &  Shepard.  1.25 

Wiggin,  The  Story  of  Patsy,  Houghton,  Mifflin  &  Co.  .60 

Wiggin,  Timothy's  Quest,  Houghton,  Mifflin  &  Co.  1.00 

Wyss,  Swiss  Family  Robinson,  Houghton,  Mifflin  &  Co.  1.00 

MISCELLANEOUS  LITERATURE. 

Church,  J.  A.,  Story  of  the  Odyssey,  Macmillan  &  Co.,  School  Library  Series.  .50 

Lamb,  Tales  from  Shakespeare,  Ginn  &  Co.  .50 

Seven  American  Classics,  American  Book  Co.  .50 
Warner,  A  Hunting  of  the  Deer  and  other  papers,  Riverside  Literature  Series, 

Houghton,  Mifflin  &  Co.,  linen.  .25 

MYTHS  AND  FAIRY  TALES. 

Craik,  Little  Lame  Prince,  Children's  Favorite  Classics  Series,  16mo  ed.,  Crowell.  .75 
Eliot,  Dr.  S.,  editor,  Arabian  Nights  Entertainments,  illustrated,  Geo.  A.  Smith, 

Boston,  board  covers.  .30 

Francillon,  Gods  and  Heroes;  or,  Kingdom  of  Jupiter,  Ginn  &  Co.  .50 

Harris,  J.  S.,  Uncle  Remus,  Appleton.  1.50 
Hawthorne,  Wonderbook  and  Tanglewood  Tales,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .70 

Keary.  A.  &  F.,  The  Heroes,  of  Asgard,  School  Library  Series,  Macmillan.  .50 

Kingsley,  Greek  Heroes,  Ginn  &  Co.  .50 

Kingsley.  The  Water  Babies,  illustrated,  Macmillan.  1.00 

Ruskin,  The  King  of  the  Golden  River,  illustrated,  Ginn  &  Co.  .25 

Scudder,  Fables  and  Folk  Lore,  Riverside  School  Lib.  Series,  Houghton,  M.  &  Co.  .50 

PERIODICALS. 

Great  Round  World,  weekly,  Wm.  B.  Harrison,  3  and  5  W.  18th  St.,  N.  Y.  City.  2.50 

St.  Nicholas,  monthly,  Century  Co.  3.00 

Youth's  Companion,  weekly,  Boston.  1.75 

POETRY. 

Bryant,  Ulysses  Among  the  Phseacians,  Riverside  Literature  Series,  H.  M.  &  Co.  .15 
Longfellow,  Children's  Hour  and  Other  Poenis,  Riverside  S.  Lib.  Series,  H.  M.  &  Co.  .60 
Longfellow,  Song  of  Hiawatha,  Riverside  Literature  Series,  Houghton,  Mifflin  &  Co.  .40 
Macaulay.  Lays  of  Ancient  Rome,  Supplementary  Reading  for  School  Series,  Long- 
mans &  Green.  .40 
Palgraye,  Golden  Treasury,  Macmillan's  School  Library  Series,  Macmillan.  .50 
Riverside  Song  Book,  Houghton,  Mifflin  &  Co.  .30 
Thaxter,  Stories  and  Poems  for  Children,  Riverside  School  Lib.  Series,  H.  M.  &  Co.  .60 
Verse  and  Prose  for  Beginners  in  Reading,  Houghton,  Mifflin  &  Co.,  linen.  .25 
Whittier,  Selections  from  Child-Life  in  Poetry  and  Prose,  Riverside  Literature 

Series,  linen,  Houghton,  Mifflin  &  Co.  .40 

SCIENCE  AND  NATURE. 

Ballard,  Among  the  Moths  and  Butterflies,  Putnam  &  Sons,  illustrated.  1.50 

Buckley,  Fairyland  of  Science,  Appleton,  illustrated.  1.50 

Burroughs,  Birds  and  Bees,  Riverside  School  Lib.  Series,  Houghton,  Mifflin  &  Co.  .60 

Dyson,  Stories  of  the  Trees,  Nelson  &  Sons,  illustrated.  1.25 

Frith,  Half  Hours  of  Scientific  Amusement,  Ward,  Lock  &  Bowden,  illustrated.  .60 

Frye,  Brooks  and  Brook  Basins,  Ginn  &  Co.  .58 
Lockwood,  Animal  Memoirs,  Part  I  Mammals,  Part  II  Birds,  illustrated,  American 

Book  Co.,  each.  .60 

Newell,  Outline  Lessons  in  Botany,  Ginn  &  Co.,  Part  I,  illus.,  .50;  Part  II,  illus.  .80 

Nichols,  Overhead.  Lothrop  &  Co.,  illustrated.  1.50 

TRAVELS  AND  ADVENTURES. 

Du  Chaillu,  Lost  in  the  Jungle,  Harper  Bros.,  illustrated.  1.00 

Custer,  Boots  and  Saddles,  Harper.  1.50 

Dana,  Two  Years  Before  the  Mast,  Riverside  School  Lib.  Series,  Houghton,  M.  &  Co.  .70 

French,  Our  Boys  in  China,  Lee  &  Shepard,  illustrated.  1.25 


BOOKS  FOR  SCHOOL  LIBRARIES.  143 

Knox,  Boy  Travelers  in  Egypt  and  The  Holy  Land,  Harper,  illustrated.  3.00 

Lutnmia,  Some  Strange  Corners  of  Our  Country,  Century  Co.,  illustrated.  1.50 

Miller,  Little  People  of  Asia,  Button,  illustrated.                         •  2.5O 

Verne,  Around  the  World  in  Eighty  Days,  Porter.  1.25 

U.  S.  GOVERNMENT. 

Brooks,  E.  S.,  The  Century  Book  for  Young  Americans,  The  Century  Co.,  illus.  1.5O 
BOOKS  FOR  GRAMMAR  GRADES. 

BIOGRAPHY  AND  HISTORY. 

Abbott,  J.  S.  C.,  Paul  Jones,  Miles  Standish,  David  Crockett,  Dodd  &  Mead,  each,  1.25 
Brooks,  N.,  Life  of  Abraham  Lincoln,  illustrated,  Putnam's  Sons.  1.75 
Champlin,  Young  Folks  History  of  the  War  for  the  Union,  H.  Holt  &  Co.,  illus.  2.50 
Coffin,  Building  of  the  Nation,  illustrated,  Harper.  3.00 
Dickens,  Child's  History  of  England,  illustrated,  Houghton.  Mifflin  &  Co.  1.00 
Drake,  S.  A.,  The  Making  of  the  Great  West  illustrated,  Scribner.  1.50 
Eggleston,  History  of  the  United  States  and  Its  People,  illus.,  American  Book  Co.  1.05 
Fiske,  J.,  The  War  of  Independence,  Riverside  School  Library  Series,  H,  M.  &  Co.  .60 
Fiske,  J.,  History  of  the  United  States,  illustrated,  Houghton,  Mifflin  &  Co.  l.OO 
Franklin's  Autobiography,  Riverside  School  Library  Series,  Houghton,  M.  &  Co.  .50 
Higginson,  Young  Folks'  Book  of  American  Explorers,  Longmans  &  Green.  1.2O 
Johonnot,  Ten  Great  Events  in  History,  American  Book  Co.  .54- 
Lang,  True  History  Book,  cheap  edition  for  school  use,  Longmans  &  Green.  .50 
Larcom,  A  New  England  Girlhood,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 
Lincoln,  Abraham,  Gettysburg  Speech  and  other  papers,  Riverside  Literature  Se- 
ries, Houghton,  Mifflin  &  Co.,  paper.  .15 
Parton,  Jas.,  Captains  of  Industry,  1st  and  2nd  series,  Riverside  School  Library 

Series,  Houghton,  Mifflin  &  Co.,  each.  .60 

Cheney,  Life  and  Letters  of  Louisa  M.  Alcott,  Roberts  Bros.  1.50 

FICTION. 

Alcott,  Eight  Cousins,  illustrated,  Rose  in  Bloom,  illustrated,  Roberts  Bros.,  each.  1.50 
Brown,  Rab  and  His  Friends;  and  Other  Dogs  and  Men,  Riverside  School  Library 

Series,  Houghton,  Mifflin  &  Co.  .60 

Bunyan,  J.,  The  Pilgrim's  Progress,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 

Coffin,  Daughters  of  the  Revolution,  illustrated,  Houghton,  Mifflin  &  Co.  1.50 
Dickens,  A  Christmas  Carol  and  the  Cricket  on  the   Hearth,    Riverside    School 

Library  Series,  Houghton,  Mifflin  &  Co.  .50 

Dickens,  Old  Curiosity  Shop,  Harper  Bros.  1.25 
Eliot,  George,  Silas  Marner;  The  Weaver  of  Raveloe,  Riverside  School   Library 

Series,  Houghton,  Mifflin  &  Co.  .50 
Hale,  E.  E.,  Man  Without  a  Country,  Roberts  Bros.  1.00 
Hawthorne,  House  of  Seven  Gables,  Riverside  School  Library  Series,  H.  M.  &  Co.  .70 
Henty,  Under  Drake's  Flag,  illus.;  With  Clive  in  India,  illus.;  With  Wolfe  in  Cana- 
da, illus.;  Scribner,  popular  edition,  each  1.00 
Hughes,  Tom  Brown  at  Oxford,  Crowell  Standard  Lib.  Series,  T.  Y.  Crowell  &  Co.  1.00 
Hughes,  Tom  Brown's  School  Days,  illus.,  Riverside  School  Lib.  Series,  H.  M.  &  Co.  .60 
Jackson,  H.  H.,  Ramona,  Roberts  Bros.  1.50 
Jewett,  S.  O.,  Tales  of  New  England,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 
King,  Capt.  Chas.,  Between  the  Lines,  Harper.  1.25 
King,  Capt.  Chas.,  Trumpeter  Fred,  Harper.  .75 
Kingsley,  Westward  Ho!,  Macmillan's  School  Library  Series,  Macmillan.  .50 
Scott,  Ivanhoe,  Riverside  School  Library  Series,  Houghton,  Mifflin  &  Co.  .70 
Wallace,  Ben  Hur,  Harper.  1.50 
Wiggin,  Kate  Douglas,  Polly  Oliver's  Problem,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .60 

MISCELLANEOUS  LITERATURE. 

Emerson,  Fortune  of  the  Republic,  and  Other  American  Addresses,  Riverside  Liter- 
ature Series,  Houghton,  Mifflin  &  Co.,  paper.  .15 
Holmes,  O.  W.,  Autocrat  of  the  Breakfast  Table,  Riverside  School  Library  Series, 

Houghton,  Mifflin&  Co.  .60 

Koopman,  Mastery  of  Books,  American  Book  Co.  .90 

Irving,  Essays  from  the  Sketch  Book,  Riverside  School  Library  Series,  H.  M.  &  Co.  .50 
Richardson,    Abby  Sage,  Stories    From    Old    English    Poetry,    Riverside    School 

Library  Series,  Houghton,  Mifflin  &  Co.  .60 

Ruskin,  Sesame  and  Lilies,  McClurg.  1.00 

MYTHOLOGY. 

Guerber,  Myths  of  Greece  and  Rome,  American  Book  Co.  1.00 

PERIODICALS. 

Chautauquan,  T.  L.  Flood,  Meadville,  Pa.,  monthly.  2.00 

Harper's  Round  Table,  Harper  Bros.,  weekly,  illustrated.  2.00 

Week's  Current,  E.  O.  Vaile,  Oak  Park,  111.,  weekly.  1.25 

POETRY. 

Arnold,  Sohrab  and  Rustum,  Students'  Series  of  English  Classics,  Leach,  Shewell 

&  Sanborn.  .25 

Bryant,  Sella,  Thanatopsis  and  other  poems,  Riverside  Lit.  Series,  H.,  M.  &  Co.  .15 

Holmes,  Grandmother's  Story  of  Bunker  Hill  Battle  and  other  verse  and  prose, 

Riverside  School  Library  Series,  illustrated,  Houghton,  Mifflin  &  Co.  .50 

Longfellow,  The  Children's  Hour  and  other  poems,  Riverside  Lib.  Ser.,  H.,  M.  &  Co.  .60 


144  BOOKS  FOR  SCHOOL  LIBRARIES. 

Longfellow,  Evangeline,  Hiawatha,  and  Courtship  of  Miles  Standish,  Riverside 

School  Library  Series,  illustrated,  Houghton,  Mifflin  &  Co.  .60 

Longfellow,  Tales  of  a  Wayside  Inn,  Riverside  Lit.  Series,  Houghton,  Mifflin  &  Co.  .60 
Lowell,  Vision  of  Sir  Launfal,  Under  the  Old  Elm,  and  other  poems,  Riverside 

School  Library  Series,  Houghton,  Mifflin  &  Co.  .60 

Scott,  Lady  of  the  Lake;  Marmion,  Students'  Series  of  English  Classics,  Leach, 

Shewell  &  Sanborn,  each.  .34 

Shakespeare,  Julius  Caesar  and  As  You  Like  It,  Riverside  School  Library  Series, 

Houghton,  Mifflin  &  Co.  .50 

Shakespeare,  Merchant  of  Venice,  Students'  Ser.  of  Eng.  Classics,  Leach,  S.  &  S.  .35 
Tennyson,  The  Coming  of  Arthur,  and  other  poems,  River.  Lib.  Series,  H.,  M.  &  Co.  .50 
Whittier,  Snowbound,  Tent  On  the  Beach,  and  other  poems,  Riverside  School 

Library  Series,  Houghton,  Mifflin  &  Co.  .60 

SCIENCE. 

Blaikie,  How  to  Get  Strong,  illustrated,  Harper.  1.00 
Buckley,  Life  and  Her  Children,  illustrated;  Winners  in  Life's  Race,  illustrated; 

Short  History  of  Natural  Science,  illustrated.  Appleton,  each.  1.50 

Kingsley.  Madame  How  and  Lady  Why,  Macmillan  School  Ser.,  Macmillan  &  Co.  .50 

Miller,  Olive  Thorne,  Bird-ways,  Riverside  Lib.  Series,  Houghton,  Mifflin  &  Co.  .60 

Morley,  Margaret  W.,  A  Song  of  Life,  illus.;  Life  and  Love,  illus.;  McClurg,  each.  1.25 

Tyndall,  The  Forms  of  Water  in  Clouds,  in  Rivers,  Ice  and  Glaciers,  ill.,  Appleton.  1.50 

TRAVEL  AND  DESCRIPTION. 

Bacon,  Alice,  A  Japanese  Interior,  Riverside  School  Library  Series,  H.  M.  &  Co.  .60 

Du  Chaillu,  Paul,  Wild  Life  Under  the  Equator,  Harper,  illustrated.  1.00 

Dodge,  M.  M.,  Land  of  Pluck,  illustrated,  Century  Co.  1.50 

French,  M.  W.,  Our  Boys  in  India,  illustrated,  Lee  &  Shepard.  1.25 

Knox,  T.  W.,  Boy  Travelers  in  Japan  and  China,  Harper  Bros.,  illustrated.  3.00 

Knox,  Boy  Travelers  in  South  America,  illustrated,  Harper.  3.00 

Parkman,  Oregon  Trail,  12mo  edition,  illustrated,  Little,  Brown  &  Co.  1.00 

Schwatka,  E.,  Children  of  the  Cold,  illustrated,  Cassell  Co.  1 .25 
The  World  and  Its  People,  series,  edited  by  L.  Dunton: 

Our  Own  Country,   .56;    Our  American  Neighbors.  .67;    Modern  Europe,  .67; 

Modern  Asia,  .67;  Silver,  Burdett  &  Co. 

U.   S.   GOVERNMENT. 

Alton,  F.,  Among  the  Law  Makers,  Scribner.  1.50 

REFERENCE  BOOKS  FOR  SCHOOL  LIBRARIES. 

CYCLOPEDIAS  AND  BOOKS  OF  MISCELLANEOUS  INFORMATION. 

Beal,  Information  Readers,  illustrated,  4  vols.,  Boston  School  Supply  Co. 

Champlin  &  Bostwick,  Young  Folks  Encyclopaedia  of  Games  and  Sports,  Holt.  2.50 

Champlin's  Young  Folks'   Cyclopaedia,  Common  Things,  latest  edition;  Persons 

&  Places,  latest  edition,  Holt,  each.  2.50 

Chase  &  Clow,  Stories  of  Industry,  2  vols.,  illustrated.  Educational  Pub.  Co.,  each.  .60 
Chicago  Record,  Shop-talk,  illustrated,  1st  and  2nd  series,  Chicago  Record,  each.  .70 
Companion  Series,  By  Land  and  Sea,  Perry  Mason  &  Co.,  10  vols,  each.  .10 

Daily  News  Almanac,  cloth.  Daily  News,  Chicago.  .50 

Johnson's  Universal  Cyclopaedia,  new  and  revised  edition,  8  vols.,  Appleton.  48.00 

Trowbridge,  Lawrence's  Adventures  Among  the  Ice-cutters,  Glass-makers.  Coal- 
miners,  Iron-men,  and  Ship-builders,  illustrated.  Porter  &  Coates. 
Webster's  International  Dictionary,  G.  and  C.  Merriam,  about,  10.00 

GEOGRAPHY  AND  HISTORY. 

Eggleston,  First  Book  in  American  History,  illustrated,  American  Book  Co.  .60 

Higginson,  Young  Folks'  History  of  the  United  States,  illus.,  Lee  &  Shepard.  1.20 

Johnston,  History  of  American  Politics,  latest  edition,  Holt.  .80 

King,  Picturesque  Geographical  Readers,  illustrated,  (United  States  only),  Book  1, 

.58;  Book  2,  .72;  Books  3,  4,  5,  .64  each,  Lee  &  Shepard. 

Montgomery,  Leading  Facts  of  English  History,  Ginn  &  Co.  1.12 

Rand,  McNally  £  Co.,  New  Universal  Atlas  of  the  World,  latest  ed.,  R.,  McN.&  Co.  4.50 
Scott,  Tales  qf  a  Grandfather,  Ginn  &  Co.  .50 

World  at  Home  Readers,  No.  1,  .25;  2,  .30;  3,  .50;  4,5,  6,  .75  each,  Thos.  Nelson  &  Co. 

LITERATURE. 

Bartlett,  Familiar  quotations,  9th  edition,  Little,  Brown  &  Co.  3.00 

Bellamy  &  Goodwin,  Open  Sesame,  3  vols.,  Ginn  &  Co.,  each.  .75 

Brewer,  Reader's  Handbook,  Lippincott.  3.50 

Masterpieces  of  American  Literaturet  with  portraits,  Houghton,  Mifflin  &  Co.  1.00 

Masterpieces  of  British  Literature,  with  portraits,  Houghton,  Mifflin  &  Co.  1.00 

MYTHOLOGY. 

Gayley,  Classic  Myths  in  English  Literature,  illustrated,  Ginn  &  Co.  1.50 

SCIENCE. 

Atkinson,  Electricity  for  Everybody,  illustrated,  Appleton.  1.50 

Baker,  Wild  Beasts  and  their  ways,  illustrated,  Macmillan.  3.50 

Bayliss,  In  Brook  and  Bayou,  illustrated,  Appleton.  .65 

Blaikie,  Sound  Bodies  for  Our  Boys  and  Girls,  Harper.  .40 

Blaisdell,  How  to  Keep  Well,  Ginn  &  Co.  .45 
Burnett,  Zoology  for  High  Schools  and  Academies,  illustrated,  American  Book  Co.  .75 

Brown,  R.,  Science  for  All,  latest  edition,  illustrated,  5  vols.,  Cassell.  25.00 


ILLINOIS  TEACHERS'  READING  CIRCLE.    . ;  145 

Chapman,  Bird-life,  illustrated,  Appleton.  1.75 

Comstock,  Manual  for  the  Study  of  Insects,  illustrated,  Comstock  Pub.  Co.  3.75 

Cooper,  S.,  Animal  Life,  illustrated,  American  Book  Co.  1.25 

Dana,  How  to  Know  the  Wild  Flowers,  illustrated,  Scribner..             .-.  1.75 

De  Candolle,  Origin  of  Cultivated  Plants,  International  Scientific  Ser.,  Appleton.  2.00 

Foster  &  Tracy,  Physiology  and  Hygiene,  Science  Primer  Ser..  American  Book  Co.  .35 

Gifford,  Elementary  Lessons  in  Physics,  illus..  Teachers'  ed.,  Thompson  &  Brovrn.  .  .75 

Grant,  Our  Common  Birds  and  How  to  Know  Them,  illustrated,  Scribner.  1.50 

Heilprin,  The  Earth  and  It.s  Story,  illustrated,  Silver,  Burdett  &  Co.                  '••*':  1.00 

Hopkins,  Experimental  Science,  illustrated,  Munn.  4.00 

Lubbock,  Ants.  Bees,  and  Wasps,  International  Scientific  Series,  Appleton.  2.00 

Shaler,  Story  of  Our  Continent,  illustrated,  Ginn  &  Co.  .75 

Smith,  Easy  Experiments  in  Physics,  illustrated.  Morse.  .60 

Tarr.  R.  S.,  Elementary  Physical  Geography,  illustrated,  latest  edition.  Macmillau.  1.40 

Woodhull,  Simple  Experiments  for  the  Schoolroom,  illustrated,  Kellogg.  .50 

Wright,  C.  R.  A.,  Threshold  of  Science,  illustrated,  Chas.  Griffin.  2.00 


ILLINOIS  STflTE  TEflCHERS'  REflDINO  CIRCLE,  1897-8. 

Course  Three  Years.    -5SS-    Second  Year  of  Course. 


BOARD  OF  DIRECTORS: 

SAMUEL  M.  INGLIS,  State  Supt.,  Springfield. 

L.  H.  GRIFFITH,  County  Supt.,  Danville. 

R.  T.  MORGAN,  County  Supt.,  Wheaton. 

J.  H.  GROSSMAN,  County  Supt.,  Mt.  Carroll. 

NANNIE  J.  McKEE,  County  Supt.,  Cairo. 

J.  L.  ROBERTSON,  County  Supt.,  Peoria, 

STATE  SECRETARY  AND  MANAGER: 

CHARLES  J.  KINNIE,  -'•=  -^  "—       -•    -     ••-  "•-"  -       Rockford,  III. 
COUNTY  MANAGERS. — County  Superintendents. 


MEMBERSHIP. 

All  teachers  in  the  State  are  eligible  to  membership.  No  fee  is 
charged.  Others,  not  teachers,  are  permitted  to  become  members,  and  it 
is  especially  recommended  to  those  who  are  preparing  to  teach.  The  only 
requirement  made  of  members  is  that,  under  the.  direction  of  the  County 
Superintendents,  they  pursue  diligently  the  course  of  reading  as  outlined 
by  the  Board  of  Managers. 

CERTIFICATES  AND  DIPLOMAS. 

Two  classes  of  certificates  will  be  issued  to  those  who  do  the  work. 
First-class  certificates  will  be  based  on  a  careful  examination,  under  the 
direction  of  the  County  Superintendent.  The  questions  will  be  furnished 
by  the  State  Manager,  and  the  work  will  be  graded  by  him.  Second-class 
certificates  will  be  based  on  memoranda  made  by  the  members  who  do  the 
reading  only.  Examination  questions  with  full  directions  will  be  sent  to 
County  Superintendents  in  June,  1898. 

At  the  close  of  the  course  a  professional  diploma  will  be  issued  to 
those  holding  first-class  Icertificates;  and  a  diploma  certifying  that  the 
course  has  been  read  to  those  holding  second-class  certificates. 


146  ILLINOIS  TEACHERS'  READING  CIRCLE. 

Members  so  desiring'  may  make  up  the   First  Year   of    the   present 
course  and  due  credit  will  be  given  them  for  it  in  securing  a  Diploma. 
INSTITUTES  AND  SUMMER  SCHOOLS. 

The  Reading  Circle  year  begins  on  the  first  of  July.  It  is  found 
necessary  to  arrange  for  the  work  at  the  time  of  the  Teachers'  Institute. 
In  fact,  much  of  the  success  of  the  work  in  any  county  will  depend  upon 
what  is  done  during  the  Institute  session,  for  this  gathering  of  the  teachers 
offers  the  best  opportunity  for  securing  large  membership  and  placing  the 
work  upon  a  satisfactory  basis. 

Enrollment  cards,  Reading  Circle  circulars,  and  circulars  of  the  books 
to  be  used  should  be  placed  upon  the  desks  of  the  teachers  in  attendance, 
and  the  merits  of  the  organization  and  the  value  of  its  work  presented  to 
the  teachers  by  some  sincere  and  earnest  advocate  of  the  Reading  Circle. 
In  a  number  of  States  where  the  Reading  Circle  is  officially  recognized  as 
a  permanent  and  essential  feature  of  the  school  system,  the  professional 
books  of  the  course  are  made  the  basis  of  a  part  of  the  regular,  systematic 
work  of  the  Normal  Institutes.  By  this  means  the  Institute  work  is  ren- 
dered more  interesting  and  profitable,  and  the  Reading  Circle  is  well 
equipped  for  the  work  of  the  coming  year  before  the  teachers  adjourn.  In 
various  States  the  official  recognition  of  the  Reading  Circle  work  is  such 
that  the  questions  for  the  examinations  of  teachers  upon  their  professional 
work  are  based  wholly  or  largely  upon  the  Reading  Circle  course. 

These  are  excellent  precedents,  and  it  is  highly  desirable  that  they  be 
followed  in  our  State.  The  professional  book  adopted  for  the  coming 
year  is  exceptionally  well  adapted  to  such  use,  and  no  teacher,  whether 
employed  in  the  country  or  in  the  city,  can  well  afford  to  miss  the  oppor- 
tunity of  studying  and  discussing  it. 

HOW  TO  PROCURE  THE  BOOKS. 

The  Reading  Circle  Books  will  be  supplied  at  the  following  prices: 
SECOND  YEAR  OF  COURSE: 

Mann's  School  Recreations  and  Amusements $1.00. 

Needham's  Elementary  Lessons  in  Zoology 90. 

FIRST  YEAR  OF  COURSE: 

King's  School  Interests  and  Duties $1.00. 

Wood's  How  to  Study  Plants 1.00. 

They  can  be  procured  through  the  County  Superintendent,  or  they  can 
be  ordered  direct  from  the  publishers  (American  Book  Company,  521-.S.il 
Wabash  Avenue,  Chicago,  111.),  who  will  send  them  post-paid  to  any 
address  on  receipt  of  the  stated  price. 

For  any  further  information  relating  to  the  Teachers'  Reading  Circle 
of  Illinois,  address  the  Secretary, 

CHARLES  J.  KINNIE,  Secretary  and  Manager, 

Rockford,  111. 


ILLINOIS  PUPILS'  READING  CIRCLE.  147 

ILLINOIS  PUPILSMteflDING  CIRCLE. 

ORGANIZED  UNDER  DIRECTION  OF  THE  ILLINOIS  STATE  TEACHERS'  ASS'N. 


OFFICERS: 
J.  H.  FREEMAN, President,  Springfield. 

ELIZABETH  I,.  HOWES,  Treasurer,  Decatur. 

F.  A.  KENDALL,  Sec'y  and  Manager,  Naperville. 

HOARD  OF  DIRECTORS: 

J.  H.  FREEMAN,  Springfield.  ELIZABETH  L.  HOWES,  Decatur. 

J.  A.  MERCER,  Pepria.  C.  M.  BARDWELL,  Aurora. 

JOHN  T.  RAY,  Chicago.  CHAS.A.  MCMURRY.  University  of  Chicago. 

COURSE  OF  READING  FOR  1897-'98. 

SECOND    READER   GRADE.  PRICE. 

1.  Verse  and  Prose  for  Beginners H.  E.  Scudder.  $   .25 

2.  Animals  Wild  and  Tame  Anna  Chase  Davis 35 

3.  Stories  of  the  United  States 35  $  .95 

THIRD  READER  GRADE. 

1.  Each  and  All Jane  Andrews 45 

2.  Legends  of  the  Red  Children Mara  Pratt 30 

3.  Grimm's  Fairy  Tales.    Part  II Sarah  E.  Wiltse 50 

4.  Short  vStories  of  Our  Shy  Neighbors Mrs.M.A.B.  Kelly 50  $1.75 

FOURTH    READER   GRADE. 

1.  Four  Great  Americans James  Baldwin 50 

2.  Revolutionary  Pioneers An  Old  Pioneer 30 

3.  Old  Stories  of  the  East   James  Baldwin 45 

4.  Decatur  and  Somers Mollie  Elliot  Seawell 70  $1.95 

FIFTH   READER   GRADE. 

1.  Snow  Bird  and  the  Water  Tiger  Margaret  Complon    90 

2.  Tommy- Anne  and  the  Three  Hearts Mabel  Osgood  Wright  1.00 

3.  The  Children's  Life  of  Lincoln M.  Louise  Putnam 80 

4.  Story  of  Roland James  Baldwin 1.05  $3.75 

ADVANCED  GRADE. 

1.  In  Bird  Land Kevser 80 

2.  The  Earth  and  Its  Story.    Angela  Heilprin 85 

3.  The  House  of  Seven  Gables Nathaniel  Haw/ home 60 

4.  The  Boy  Emigrants Noah  Brooks 90  $3.15 

Complete  Set $11.55 

No  certificate  fee  will  be  charged  this  year. 

Its  Purpose. — The  purpose  of  the  Circle  is  to  secure  the  careful  read- 
ing of  a  number  of  good  books  at  an  age  when  tastes  and  habits  of  the  children 
are  forming.  Besides  the  information  and  culture  that  will  be  gained  from 
reading  the  books  of  the  course,  it  is  hoped  that  the  habit  of  reading  good 
books  may  be  formed.  The  best  fortification  against  the  evil  effects  of  bad 
literature  is  to  place  good  literature  in  the  hands  of  the  child  as  soon  as  he 
learns  to  read.  Parents  are  earnestly  invited  to  give  careful  attention  to 
the  books  that  their  children  are  reading.  Certainly  the  habit  of  reading 
good  books  is  one  that  cannot  be  too  carefully  cultivated  and  encouraged 
among  the  young.  The  aim  of  the  Pupils'  Circle  is  a  worthy  one,  and 
deserves  the  encouragement  and  support  of  all  friends  of  the  children. 

The  directors  appeal  to  county  superintendents,  city  superintendents, 
teachers,  the  clergy,  the  press,  and  all  interested  in  the  educational 
advancement  of  the  children  of  the  State,  to  co-operate  with  them  in  carry- 
ing out  the  work  of  the  Pupils'  Reading  Circle.  The  books  of  our  course 
are  all  good  and  of  well  known  authorship,  and  are  reasonable  in  price. 

The  Pupils'  Reading  Circle  is  recognized  as  an  important  part  of  the 
educational  system  of  the  State.  A  complete  set  of  books  should  be  in 
every  school.  The  management  hopes  to  have  at  least  one  reader  in  every 
school  where  the  Course  of  Study  is  used. 

The  books  will  be  sent  prepaid  on  receipt  of  the  above  list  prices  upon 
application  to  F.  A.  KENDALL,  Mgr. ,  Naperville,  111. 


148 


TABLE  OF  CONTENTS. 

TABLE  OF  CONTENTS. 


Historical 3 

Preface 4 

Introduction 5 

The  Plan : 5 

The  School  Library 6 

Individuality  of  the  Teacher....    6 

Alternation  of  Work 6 

Counties  with  Short  Terms  of 

School 7 

Examinations  or   Written  Re- 
views     8 

Monthly,    Central,    and    Final 

Examinations 9 

Directions  for  Examinations....  10 

Records 11 

Patrons'   Day 11 

Outline  of  the  Course 12 

Reading— First  Year 13 

Second  Year 19 

Third  Year 24 

Fourth  Year 34 

Fifth  Year 43 

Sixth  Year 53 

Seventh  Year 64 

Eighth  Year 84 

Spelling— First  Year 15 

Second  Year 20 

Third  and  Fourth  Years 25 

Fifth  Year 44 

Sixth  Year 53 

Orthography— Seventh    Year 64 

Eighth  Year : 84 

Language— First  Year 15 

Second  Year 20 

Third  Year 25 

Fourth  Year 34 

Grammar — Fifth  Year 47 

Sixth  Year 55 

Grammar  and  Composition — Sev- 
enth Year 67 

Eighth  Year 87 

Number — First  Year 15 

Second  Year 20 

Arithmetic— Third  Year 30 

Fourth  Year ...  39 


Arithmetic— Fifth  Year 48 

Sixth  Year ..  o9 

Seventh  Year 71 

Eighth  Year 91 

Writing— First  Year..... 18 

Second  and  Third  Years 22 

Fourth,  Fifth,  and  Sixth  Years  56 
Seventh  and  Eighth  Years 73 

Physiology — First  Year 18 

Second  Year 24 

Third  and  Fourth  Years 32 

Fifth  and  Sixth  Years 49 

Seventh  Year 83 

Geography  (Oral) — Fourth  Year  41 

Fifth  Year 50 

Seventh  Year 74 

Eighth  Year 92 

United    States    History  —  Sixth 

Year 61 

Seventh  Year : 79 

Eighth  Year 97 

Civics  or  Good  Citizenship 101 

General  Exercises — Vocal  Music.  104 

Drawing — First  Year 110 

Drawing — Second  Year 114 

Lessons   in  Morals  and   Man- 
ners   117 

Observation  Work — Zoology 120 

Botany 122 

Physics 124 

Higher  Course  of  Study 126 

General  History— First  Year  .126 
General  History — Second  Year. 131 

Algebra— First  Year 127 

Algebra — Second  Year 133 

Physiology 129 

Botany  and  Bookkeeping 130 

Zoology 134 

Physics 136 

High  School  Courses 137 

Three  Years'   Courses 138 

Four  Years'  Courses 139 

Books  for  School  Libraries 140 

Illinois  Teachers'  Reading  Circle  145 

Illinois  Pupils'  Reading  Circle  .147 

Outline  Map   of   Illinois Cover 


UNIVERSITY  OF  ILLINOIS-URBAN* 


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